Report

of the

Bihar State Secondary Education Committee

(August 30,1961—July 2,1963)

PRINTED BY THE SUPERINTENDENT, SECRETARIAT PRESS, BIHAR, PATNA, 1963 e ;> m - iw o V * . lM -^3

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^ ______'V--' ■ W '‘-uOVT. OV CONTENTS

CHAPTER. Pages.

I ntroduction i— yj

Preamble, terms of reference and functioning of the Committee—appoint­ ment of the Committee : inaugmration of the Committee ; co-opted members.

I.—A ims and Objectives X— 8

(i) Secondary Education in Bihar,—the existing conditions. (u) A re-statement of aims and objectives 5 Preparation of suitable students for higher education ; Secondary education to be a complete and terminal education by itself for most of the students ; Develop­ ing qualities of character, independent thinking, democratic citizen­ ship, true patriotism, international understanding and a broad out­ look in students ; Promoting an all-round development of the students’ personality ; Development of practical efficiency and vocational bias as also^initiative, drive and qualities of leadership in students.

21.—Organisation q 21

Organisational pattern of education) Place of class VI, VII & VIII in the^organisational set-up of school ; Recognitionj of high or higher secondary schools ; EligibiOity for admission in class VIII; Vocational schools ; Co-education at the secondary stage ; Shift and evening classes ; Academic year and holidays ; Medical care ; School hostels ; Government secondary schools ; Netarhat Residential School ; Anglo- Indian schools.'l ^

I’ll.—A dministration and Supervision 22—31

1. Organisation and Administration. 2. Different types of schools and their managements—{a) the Govern­ ment managed schools, (6) the State-subsidised schools, (c) other schodls—schools run by the Corporate bodies, schools run by the religious minorities and trusts, schools run by other communities. 3. Growing State Participation in the development of secondary edu­ cation. 4. A case for the reorganisation of the Boards and Bodies dealing with the different aspects of secondary education—^reorganisation of the Board of Secondary education. 5. Creation of school districts and constitution of the subordinate school Boards.

IW.— Curriculum 32—^61

1. Historical survey ; The courses of studies for classes VIII and IX ; Three language formula ; Classical language andTextra subject ; Position of English in the school curriculum ; Physical education and military science ; The structure of the present secondary and higher secondary syllabi and their shortcomings ; Position of craft teaching in the curriculum ; Social studies ; Staggering of the higher secondary school examination ; Comparative picture of the existing CONTENTS-

CHAPTER. Pages. as well as the proposed syllabi ; Rationaliisation of syllabi, agricul­ ture, elementary engineering, home science ; Inclusion of handmade paper industry as a subject of study in the elective group-crafts ; Contents or workload of the secondary (including higher secondary) school syllabus, pattern and quality of the courses committees. 2. Discipline in schools. 3. Religious and moral instruction in schools. 4. Co-curricular activities. 6. National Cadet Corps and Auxiliary Cadet CJorps. 6. Text-books.

V.—M ethods o f T eaching 62— 56

1. Need for Right methods ; Objectives of right methods ; Analysis of the present instructional methods ; Cflass-size and instruction ; Homogenous and heterogenous grouping of students ; Team-teaching ; Induction of a new teacher and the head o f the institution *, Vertical and horizontal staff meetings ; Development, of Reading skills—‘develop­ mental, functional and recreational ; IniStructional methods to be adopted in the secondary schools. 2. Library facilities in schools—existing co)nditions ; Suggestions for improvement.

VI.—E valuation and Guidance 57—68

1. Evaluation.—^Need for evaluation \ Metkods of evaluation ; pujrpose of evaluation ; External examinations ; Abolition o f the Middle School Certificate Examination in 1949 and its after-effects ; A case for restarting the Middle School Examinafcion ; Introduction of Assess­ ment in secondary schools and its afternaath ; Abolition of Assess­ ment ; External examinations and their delfects - academic and human ; Suggestions for improvement^; Internal Examinations and their defects suggestions for improvement. 2. Ouidance.—Emergence of guidance movement ; Functions of guidance— educational, vocational, and social ; A review of the progress made * in the field of guidance ; Suggestions for inaprovement. VII.—Staffing 69—77 Working hours ; Teaching load of a teacSieir, assistant head and head of the institution ; Framework of time-table for classes VI to X II ; Standard staff for the high, h^her se*condary and multi-purpose schools ; Standard staff for opening additional sections ; Short training course and one-year diploma course in academic subjects ; Model salary scales ; Triple Benefit Scheme ; S(eparate service commission for teachers ; Grants-in-aid to the Biha^r {Secondary School Teachers’ Association. VIII.—Finances 78—82 Investment in education ; A review of the financial condition of the secondary schools ; Policy and procediare for sanctioning grants—^re­ curring and non-reciuring.

SUMMARY OF RECOMMENDATIONS 83—90 APPENDICES 91—128 INTRODUCTION

Pr eam ble, T erms of R e f ir e n o b a n d FuNcrioiaNG of the Committee

The Bihar State Secondary Education Shri S. Thakur, b . a . (Hons), m . b d ., Committee after enquiry and deli­ joined after re-employment as Joint Direc­ berations presents the following report :— tor of Education (Training) as ex officio Member-Secretary on the 25th September A vpointment op the Committee 1961 and since then the office of the committee started functioning. The Government of Bihar by resolution no.|3405, dated the 30th August 1961(Appen- The committee as would appear from dix A) constituted the Bihar State Second­ the above was appointed for four months ary Education Committee to enqnire only but its constitution itself could not and report on the terms of reference be completed before 23rd November mentioned in the said resolution. 1961. So about a month only was left for completion of its work. Accordingly The Bihar State Secondary Education its term of office was extended for ft Committee appointed by the Government period of one year with effect from the 25th of Bihar in accordance with resolution January 1962. vide notification no. 1113, no. 3405, dated the 30th August 1961 dated the 25th April 1962 (Appendix C). consisted of the following:—

T erms op R eference (1) Shri Harinath Mishra^ M. L. A. and now Minister in the Government The terms of reference of the commi­ of Bihar—Chairman, ttee were very comprehensive and for (2) Shri Gorakhnath Sinha, Ddrectori fear of repetition and covering a large A. N. Sinha Institute of Social space are not reproduced here. They Studies, Patna—Member. may be looked into in Appendix A. (3) Shri K. Ahmad, Director of Public As envisaged in the constitution of Instruction^ Bihar, Patna—ea: officio the committee a departmental committee Member. consisting of 11 officers of the Education (4) to (6) Three non-official educatioriists Department was appointed on the 26th Sep­ to be nominated by the Govern­ tember 1961.The first meeting of the Depart­ ment of Bihar—Members. mental committee was held on 3rd October 1961. It split itself into a number of (7) Shri S. Thakur, Joint Director of sub-committees for the purposes of draft­ Education (Training), Bihar— ex ing the questionnaire. officio Secretary, The committee was asked to submit After inviting and incorporating com­ its recommendations within four months ments from the members of the committee from the date it started functioning. the draft questionnaire was sent for printing on the 7th March 1962.The commit­ The following three non-official edu­ tee expresses its thanks to the members of cationists were nominated as members of the departmental committee who rend­ the committee by Government notification ered valuable help and attended nearly no. 4380, dated the 23rd November 1961 all the meetings of the committee. (Appendix B)— Thus soon after its constitution the (1) Rev. Father G.E. Murphy, Principal, committee started its work and did some St. Xavier’s School, Patna—Member, preliminary work. The progress, how­ (2) Shri Nageshwar Singh, Principal, ever, in the initial stages was a bit slow S. K, M. Multi-purpose School, as some time was taken in completing Mokameh (Patna)—Member, the constitution of the committee and also because soon after it settled down (3) Shri Ramakant Jhaj then M. L. A., to work the General Elections of 1962 Principal, Anant College, Pandaul approached and further progress was (Darbhanga)—Member. help up. N ew Chaieman Takes Office. Soon after the inauguration, the committee drew up its programme of Immediately after” the General Eltec- work. The committee made its first tions the Chairman Shri Harinath Mashira tour of Netarhat Residential School,'^''a was called upon to shoulder more onerous Public School wholly financed by the responsibilities and was appointed! a Government of Bihar and where the Minister in the Government of Bihar. students bear the cost of education in The committee offers its congratulations proportion to the income of their parents. to the outgoing Chairman and records its appreciation of the work done amd Just after the return of the committee interest shown by him in the very smjall from Netarhat when tours inside and span of time for which he worked as outside the State were proposed to be Chairman of the committee. undertaken the committee received a very important communication from the On his appointment as Minister, Shri Government in the Education Department. Harinath Mishra resigned from the offiLce The Secretary to Government in the of the Chairman. Thereupon the Govern­ Education Department, in his memo. no. 1080 ment of Bihar by its notification no. (Appendix F), dated the 29th April 1962 II/C5-02/61E-1362, dated the 23rd May 19'62 called for the recommendations of the (Appendix D) appointed Shri Zawar committee by the end of August, 1962 Husain an outgoing Minister in t;he on the question of {i) increment in the Government of Bihar as Chairman o f the scale of pay of teachers of non-govern­ Bihar^State Secondary Education Commit­ ment High/Higher Secondary/Multi-pur­ tee with effect from the 5th April 19’62 . pose Schools, (ii) payment of dearness allowance at the flat rate of Rs. 25 per Immediately after his appointment month, {in) allowing one increment for as the new Chairman Shri Zawar Hiusain for every three years of service to ex­ geared up the committee to serious work perienced teachers at the time of .fixation and speedy execution of its task. of their pay in the revised scale intro­ duced in the year 1957. I nauguration The committee considered this communication from the Government and in The committee was inaugurated on view of the assurance given by the Govern­ the 17th April 1962 by the eminent ment to the teachers it decided to give educationist Dr. Zakir Husain, the thien top priority to the examination Governor of Bihar and now Vice-Presi­ of the question of pay-scales and emolu­ dent of India. Dr. Zakir Husain in his ments to the teachers. The consideration inaugural addressj'set down certain tasks and examination of all other aspects for the members of the committee. His of Secondary Education were consequently lucid address, characteristic of his. wit postponed till the interim report on the and humour very pungently pin-painffced vexed and complicated question of pay- our attention to the odd fact tBiat scales was submitted to the Government. the committee was being inauguratted when it had already survived one extten- The committee constituted a sub­ sion and had covered nearly one-thiird committee to examine the question of of its period of extension. This spurred revision of pay-scales in all its aspects the committee to quicker action. and submit a report. The committee examined the report of the sub-committee Fifty-four hundred copies of the and finally submitted its recommenda­ questionnaires in English and Hijidi tions in September, 1962. The report were sent out to a large number o f edu­ submitted by the committee forms appen­ cationists, teachers, administrators, leaders dix G. The delay of about one month of public opinion interested in education in submission of the report is regretted. and educational institutions ^ Eiight Considering the limitations under which hundred replies were receiv ed. "The the comihittee had to work during this committee gratefully acknowledges the period. the flight delay in the time- replies J sent to the questionnaire (Appen­ schedule was inevitable. On the one dix E questionnaire in English). hand, the resources available to the committee were inadequate for formulating to set an example for pace of work and a scientific basis of revision and on the economy during emergency. The committee other the committee had to find financial feels a deep satisfaction that its labour resources if its recommendations meant has borne fruit in spite of | handicaps, financial commitments by the State shortage of men and other manifold Government. It was only the intense limitations. The financial burden to the desire of Shri S. N. Sinha, the Education State may be worth emulation by other Minister and the Government to provide committees. financial relief to the teachers that in­ spired the committee to submit its report E xtension very nearly in time. The committee also realised and resolved that the report The life of the committee expired on would only be an interim one providing 25th Ja,nuary 1963 but its work was immediate relief and that the whole still half done due to the aforesaid reasons. question of pay-structure, emoluments, The life of the committee was extended security of service, etc. would be gone till the 28th February and finally another into morefully at the time of the presentation extension was given till the 30th June of the final report. 1963. The committee feels that if the extension would have been communicated The committee after putting in conti­ to the C'ommittee in time the work would nuous labour till Aiigust, 1962 on the have beten smooth and continuous. Piece­ question of pay-scales and emoluments meal extensions granted posthumously turned to work on the examination of only led to dislocation of work. However, other aspects of secondary education. the committee wishes to express its grate­ Hardly had the committee started fulness for the extension without which its investigations when the country was the work; of the committee would have faced with the naked Chinese aggression been left unfinished. In fairness to the which resulted in the declaration of committee, it may be pointed out that emergency. In this grave hour the entire real serious work of the committee started nation’s attention was focussed on one after the appointment of the new Chair­ point only, namely, the pooling of our man Shxi Zawar Husain and after in­ entire resources for the defence of the auguration of the committee on the 17th country. We waited to know the atti­ April 1962. So in reality the committee has tude of the Government. Subsequently, finished its work in about 13-14 months the committee felt that the proper im­ time i.e., the time-schedule originally parting of instruction was all the more fixed. necessary to prepare the nation to face the emergency. The committee decided The committee is grateful to the to continue its work and submit its Government of India in the Ministry of report to the Government. Education for extending its co-operation and for nominating Shri P. D. Shukla, As much of the time v/as taken in Deputy Educational Advisor as the examination of pay-structures and there liaison officer. was certain dislocation and consequent loss of time in changeover from the itinerary originally planned naturally Co-opted Members the committee was handicapped for want of time. The Government of Bihar by their resolution no, II/C5-02/61E-1667, dated Moreover, due to emergency the June 21, 1962 authorised the Chairman committee did not like to repeatedly to co-opt member or members of the demand from the Government adequate committee. number of staff, materials and finances for completing its work. The committee Shri Bindeshwari Mishra, was co-opted was determined to finish its work whether a member of the committee for the period men, material or finances were forth­ the committee was considering the demand coming or not. The committee wanted of the Secondary Teachers’ Association. Shri K. Ahmad, D. P. I., ex officio Shri S. Thakur, Joint Director of member of the committee went on leave Education (Training) worked as member- for a period of about two months and secretary till February 28th, 1963. His during his absence Shri G. P. Dubey service could not be available to the took over charge as D. P. I. and acted committee as he relinquished charge of as ex officio member. During the period his office on termination of the post of of his absence on leave from the post Joint Director of Education (Training), of D. P. I., Shri K. Ahmad was co-opted a Bihar. The committee in general and member of the committee by the orders the Chairman in particular take this of the Chairman. opportunity to record their appreciation of the valuable help rendered by Shri Shri S. Thakur consequent on his Thakur and express their thanks to him retirement vacated the place of ex officio for his hard work and intelligent guidance member-secretary of the committee and of the work of the committee during the he was co-opted a member of the co­ term of his office. His experience, since­ mmittee by the Chairman. rity and Specially his insight into the problems of Secondary Education were The Committee wishes to express its of great help to the committee. thanks to the co-opted members for the co-operation they gave to the committee. The committee considers itself fortu­ nate in securing the services of Shri The committee expresses its grateful­ Bandhu Prasad, Assistant Director of ness to Mr. Barrow, M. P., Secretary, Education who was associated with the Council of Indian School Certificate Exa­ work of the committee since November, mination, who very kindly took the trou­ 1962. After the relinquishment of Shri ble of attending very important deliber­ S. Thakur his work was successfully ations of the committee. Mx. Barrow’s carried on and completed by Shri Bandhu valuable advise and experience helped Prasad. We would like to congratulate the committee in formulating their opinion. this young officer for his zeal, intelligent grasp of the recommendations of the The committee expresses its grateful­ committee and faithful incorporation of ness to Dr. George Jacob, Vice-Chancellor, these recommendations while drafting Patna University and Dr. K. K. Dutta, the report proper. Vice-Chancellor, Magadh University who participated in the discussions of the The committee considers it auspicious committee. The committee also expresses and expresses its gratefulness to the its gratefulness to Dr. Balbhadra Prasad, Minister of Education Shri S. N. Sinha Vice-Chancellor, Allahabad University, and the Government of Bihar for imple­ and Dr. Umesh Mishra, Vice-Chancellor, menting some of its recommendations Kameshwar Singh Sanskrit University like the abolition of assessment and also and other Vice-Chancellors and eminent regarding implementation of its other educationists who were kind enough to resolutions on the basis of the recommen­ send their valued advice and opinion dations which the committee had un­ in response to the D.-O. letter from the- animously authorised the Chairman to Chairman of the committee. send (Appendix H) to the government The committee would like to express, much in advance of the complete report. its gratitude to Shri K. Ahmad, D. P. I., The committee would also like to express for placing the resources of the Education, its gratitude to Shri S. N. Sinha whose department at the disposal of the co­ foresight in the constitution of the co­ mmittee whenever the committee felt- mmittee and zeal in implementing the handicapped due to lack of personnel. salient recommendations of the committee In particular the committee would like augur well for the reorganisation of secondary to express thanks to the D. P. I, for education in the State. having lent the services of Shri Bandhu Prasad, Assistant Director of Education The committee has been guided by with effect from the 8th November 1962 for only one consideration namely, to pin­ speeding up the preparation of the report. point the defects and suggest practical remedies which could be implemented by the contented. The aims and objectives of State Govermnent without much delay. educational reform can only be achieved And it is heartening to note that this with the help of the teachers. It is, is perhaps the only committee which has therefore, necessary that most efficient seen the implementation of some of its teachers should be drafted to the pro­ recommendations during its life-time. fession of teaching. But we cannot Thus there has been ample justification attract such talents without offering for the decision of the committee un­ attractive salaries. And it is precisely animously authorising the Chairman to here that the committee has to face submit a summary of its recommendations certain limitations. Our recommendations to the Government much in advance of should be consistent with the availability the submission of the report proper. of resources so directs the term of refer­ ence. Oar interim recommendation Some of the recommendations of the regarding pay-scales was a short-term committee may seem to be of a retro­ recommendation providing for immediate grade nature. But the committee has relief. The committee was aware that faced the actualities boldly and realisti­ the pay-scales recommended were not cally and made such recommendations attractive enough to lure the right type as are likely to be effective. For example, of talents to the profession of teacMng we have recommended the institution of in secondary schools. We have now a public examination at the end of middle recommended model scales of pay which stage. This has been necessitated by the may not be ideal but which we hope non-screening of students at the middle will give a much needed relief to the stage and other malpractices detailed teachers and which will help attract in the relevant chapter, resulting in the better talents to the teaching profession. growing deterioration of standards in the high schools. Since the presentation of the Mudaliar Commission report on Secondary education Similarly, the evils associated with the world has seen a very important the system of internal assessment, the change the gradual realisation every­ wide spread corruption that have followed where that the world has stepped into in its wake, have made the abolition of the space-age. This change at once assessment an immediate necessity. We throws a challenge to educationists plann­ know that the system of assessment is ing for educational reconstruction. If academically sound but in actual practice we are to compete for knowlegde and it has proved to be a source of corrup­ technological advancement, we must tion. While recommending the abolition re-shape our educational plans with a of assessment, we have also recommended bias for science and technology. that the system of internal evaluation Educational planning and development can­ by the teachers in different grades may not be envisaged in a vacuum but in the total be tried and experimented upon under socio-economic-situation obtaining in the guidance of the department so that the country. in future more reliance could be placed on its results. We have limited resources and within these resources we have to provide for One of th© important recommendations equally important sectors of development is about the pay-scales of teachers and i. e., agriculture, industry, transport and their service. The committee also feels health. The pressing need for expansion that the qu.ality of teachers in any should not make us neglect the greater educational system is a more important and most urgent need for qualitative factor than ;all other educational factors improvement. A proper survey of the put together —syllabus, text-book, equip­ budgetary position and reallocation of ments and buildings. No educational finances for education in the light of programme hias the slightest chance of changing world, emphasis on technology success if w^e do not have a teaching is the need of the hour. This is oidy personnel thait is teen, intelligent, devoted possible if we start feeling that invest­ to work anid reasonably satisfied and ment in education is investment in man. CHAPTER I

A ims AND Objectives

Secondary Education in Bihar

The existing conditions.—The existing growing number of students who offer pattern of Secondary Education in Bihar natural sciences as an elective group of which is broadly in conformity with the subjects in schools both in urban and rural recommendations of the All-India Secondary areas. Education Commission, 1953, was introduced in this State in certain essential respects 2. As we have seen above, Bihar was even before the publication of the one of the first few States to adopt a Commission’s Report. The diversified reorganised pattern of secondary educa­ courses of study and system of internal tion. It was introduced with a view to assessment as envisaged in that Report achieving certain specific aims and objec­ were at first introduced in Class X in 1952 tives which we propose to discuss later. and the first Secondary School Examina­ From the majority of the replies to the tion in the new courses was held in 1954. questionnaire issued by us, it appears The educational administrators in this that by and large the aims have been State appear to have anticipated the only partially achieved and that many Commission’s findings and views at least of the defects of the system of secondary in certam important aspects of secondary education as pointed ont by the Secondary education and gone ahead with measures Education Commission a decade ago still of reforms in consonance with progressive persist. Failure to achieve the objectives educational thinking that followed in the is being attributed to a number of defects wake of the adoption of the Constitution which are being widely complained of of India by the Nation. The Higher consequent upon the rapid increase in the Secondary Scheme was, however, adopted number of secondary schools all over the after the publication of the Report of the State. The number of high schools in the Commission and the actual conversion and State rose from 787 on 31st March 1953 to upgrading of high schools into Higher secon­ 1,600 (including the higher secondary and dary and multi-purpose schools began a few multi-purpose schools) on the 31 sb March years later. The opening of ordinary high 1953. This tremendous expansion of secon­ schools after the 31st March 1959 has been dary education without adequate provision stopped; secondary schools opened thereafter of qualified teaching staff, equipments, are recognised only if they fulfil the conditions library facilities, buildings, laboratories and laid down for the recognition of higher finance in most cases has naturally led to a secondary schools. The other concomi­ lowering of the standards of education. tant recommendations of the commission have been examined and efforts have been 3. Of all the shortcomings pointed out made to implement them. The estab­ by the correspondents, the most commonly lishment of the Educational and spot-lighted is the shortage of teachers of Vocational Guidance Bureau, the Text­ the right type “ with the requisite personal book Research Bureau and the Examina­ qualities and aptitudes and a spirit of tion Research Bureau is the result of the devotion to their work” . No scheme of efforts made in that direction. The education and no educational reform can number of high schools being very large, ever succeed unless we have an adequate it has not been found possible owing to number of properly qualified, serious- financial s;tringency to convert a majority minded and devoted teachers. The of them into higher secondary and multi­ teaching profession is still so ill-paid that purpose schools. All high schools, however, it cannot attract men and women of follow, as indicated earlier, a syllabus requisite calibre unless adequate finance is which provides for diversification of made available to enhance the teacher’s courses and an encouraging development pay and emoluments considerably. This in recent years has been the steadily investment is no less important in th^ 7 Edn^— 2 national interest than any other, f(br it bias to the studies and to correlate ins­ is bound to bring in rich dividend im the truction with the actual life situations. form of better, brighter and more efficient But it seems that even the vocational generations of men and women well- subjects like Commerce and Agriculture equipped to serve and guide the natiionon are being taught in many schools like to steady advancement. A well tho)ught- theoretical subjects without reference to out plan for training an adequate nuimber the actual every day life activities connec­ of the right type of teachers is required to ted with these subjects. Education at the be drawn up and executed urgently. Lack secondary stage even in the practical of adequate funds lies mainly at the) root subjects thus continues to be isolated from not only of the want of right kimd of life in a large number of cases. All courses, teachers; it is also responsible for poor vocational and general, tend to lead the buildings, inadequate and defective labo­ students into the single stream flowing ratories, equipments and libraries,, un­ towards the colleges. Students who suitable or no play fields and unhealthy offered even workshop practice as one of environment. These have a very untsonnd their electives are known to be anxious to effect on the atmosphere of the school get into the colleges somehow. Here the and the process of teaching and learning society rather than the school appears to in such a situation is bound to lead to be at fault. The wrong social values the formation of faulty attitudes and regarding manual work and labour still wrong values. The various manifestiations persist and intellectual puruits are looked of indiscipline are easily noticed in sinch an upon as more dignified than working with atmosphere. hands. The transmission of information The Phenomenal rise in population! and and bookishness even now form the major the enormous expansion of free primary part of education at the secondary stage education have led to a great ruish of which fails as ever before to develop the students in secondary schools. Thie size different segments of the students' perso­ of classes has increased considerablly and nality. Opportunities for cultivation of a the lack of personal contact be>tween spirit of self sacrifice and honest under­ teachers and pupils which the Seco)ndary standing of give and take are few and Education Commission noticed ten years far between. The schools do not provide ago has been further accentuated resmlting adequate facilities for instilling into the in still fewer opportunities for cha^racter minds of students the patriotic fervour, training and inculcation of disciplined national consciousness and a sense of behaviour. The load of teachers’ work oneness and integration with the rest of has also increased disproportionately, the nation Neither class-room instruction, because the number of teachers has not nor the co-curricular activities foster been increased in proportion to thie rise these qualities in appreciable ways. The in the number of students. The correction methods of teaching lack in dynamism and of written work cannot be satisfarotorily initiative with the result that they generally attended to even by a very consciemtious fail to develop in students habits of teacher. The heavy work load o>f the independent thinking and acting with teacher leaves him little time to loolk into initiative. Absence of moral instruction is the written work of students for assiess- also regarded by many peoi)le as being ment. The existing system of examination responsible for the formation of faulty continues to have such a grip over the attitudes and wrong values in students. schools and the society that both seem to have failed to see any efl&cacy and Tutility 5. A common complaint made by in the internal evaluation of stuidents. teachers and others is about the insecurity External examinations at the end (of the of tenure and other unsatisfactory service course are as dominating as they ever conditions of the staff employed in non- were although efforts are being made by Government secondary schools. There is the examination Bureau to find out no doubt that a large number of these ways of reducing their dead-weightb and schools suffer from mismanagement. making them an integral and creative Political and local wrangles are often part of the educative process. reflected in the managing committees and the schools concerned lose all the dec Drum 4. The diversified courses were iiutro- and sanctity which should characterise duc^d with a view to giving a practical good educational institutions. The tone and discipline of the schools are spoilt canniot be different from the general alms and an uneducational atmosphere prevails. of e(ducation which, as also pointed out Much of the time and energy of the by tfche Secondary Education Commission, Inspectorate and the Lirectorate of Educa­ have been very elaborately defined and tion is consumed by complaints and cases laid (down by educationists in the various concerning these schools. Many other reports and books on education all over shortcomings in the existing system of the world. We need not discuss them se ondary education have also been here. The specific aims of secondary pointed out by correspondents and it is educaition in India have also been very not necessary to enumerate them all here. ably ;and concisely discussed in the Report Among them the main ones are that of the Secondary Education Commission, science education is not properly imparted, The iStanding Committee of the Central that the curriculum is cumbersome, that Advistory Board of Education on Secondary the teit-books are faulty, that supervi­ Education has briefly summarised these sion of the work of the school is lax, and aims in its questionnaire issued recently, that educational and vocational guidance as follows: — is wanting. Furthermore, they complain that the hostel facilities are inadequate, ‘'(%) Development of democratic citizen- that there is no incentive to self-improve­ iship in each student for the growth ment and social efficiency and that external (of a broad national and secular interference in the day to day adminis­ (outlook conducive to international tration of schools, exploitation by political uinderstanding and peace; {ii) Impro­ parties and undesirable social influences vement in vocational and productive such as cheap motion pictures pollute efficiency for increasing the wealth the school environment. o f the country and improving aippreciably the standard of life of 6. The shortcomings are there but t.he people; (m) Development ofperso- in spite of them, secondary education in mality to release creative energy Bihar has been making considerable for appreciating the cultural heritage headway and as already stated earlier arnd developing it further; and {iv) ours was one of the first Indian States Oreation of leadership.” to fall in line with the All-India policy on secondary education and to adopt the re­ organised pattern. In several directions 8. In the questionnaire issued by the in this field, Bihar has gone ahead and Bihar State Secondary Education Committee if tangible progress is not easily visible, the aiims of secondary education as stated it is because of the enormous expansion by the Secondary Education Commission of secondary education in recent years have Ibeen further analysed and listed which has over-shadowed the strides made in twelve units. Correspondents were towards improving its qualitative aspects. requested to let the Committee know Paucity of finance makes the choice whether they considered it necessary to between the quantity and quality of modify or alter in any way or to re- education a difficult one. But the very orientaite the generally accepted aims and fact that there is an ever increasing demand objectives, as outlined in the questionnaire, for secondary education and a growing or to formulate any fresh aims of awareness of its importance is exceedingly secondary education, in view of the so ial, heartening indeed. Shortcomings, economic, political and other changes that however, do exist and that is all the had taken place in the country since the more reason why we should re-examine Secondary Education Commission made the aims and objectives we had in view their recommendations in 1963. Most when we adopted the existing pattern of of the replies received are in favour of secondary education so that we may find retainimg and emphasising, or reorientating out whether they are still suitable and useful the aims outlined by us. Only a very few in the current situation. correspondents maintain that it is necessary to formulate fresh aims. We agree with A Restatement of Aims and Objectives a larger majority of our correspondents and others interested in secondary educa­ 7. Secondary education being a com­ tion that it is not necessary to add to the ponent of the whole process of an educa­ aims amd objectives set forth in our tional system, its aims and objectives questionnaire, but that it is necessary to re-orientate or emphasize some of them in has little meaning or purpose to them, view of the changes that have taken place they do not know what to do. This in the country during the preceding misplacing of enormous man-power is a decade, perhaps those in particular that great national waste, but it can undoubtedly have occurred since the unscrupulous be harnessed for fruitful and productive Chinese aggression on our territory. It purposes by diverting it into suitable may be stated here that we are in general channels. agreement with the views expressed by the Mudaliar Commission on the aims of 10. It is necessary, therefore, to provide secondary education which are very much for a number of streams of studies and in common with those mentioned in our disciplines at the secondary school to suit questionnaire and we do not propose to different aptitudes and abilities. One of reiterate here all the very able exposition these streams will of course lead to higher on the subject in the Commission’s Report education at the Universities. Spotting which must be referred to as a standing out students in secondary schools as have guide. We shall only examine briefly talent for higher education in science, each one of the aims stated in our question­ technology, humanities and other branches naire with a view to determining their of studies is a task of the first national suitability or otherwise in the changed importance in a country like India which conditions. has to implement plans for the all round development of the country in industry, Preparation of suitable students for Higher agriculture, technology, science and other Education : spheres of activity necessary for the advancement of a nation. We are in the 9. There can be no two opinions about space age and science and technology are the fact that one of the main objectives making big strides in progressive countries. which secondary education should seek We cannot afford to lag behind for long to achieve is the prepaxatioii of suitable if we want to make a place for ourselves students for higher education. It is among these forward countries of the perhaps one of the principal functions and world. It is the talented boys and girls responsibilities rather than an aim of in our secondary schools who, if taken secondary education. The aim obviously care of properly, will be leaders in the should be to fit suitable students with different fields of human activity and will such attainments and character at the secon­ lead the country onward in all spheres. dary stage as may enable them to derive It will harm them and the nation incalcu­ the fullest benefit from higher education. lably if we square them up with the rest of But the word ‘suitable’ is significant. At the school population and do not make the secondary stage, or at any other special and adequate arrangements for stage of education, we come across students their education and training in order to with marked individual differences and equip them properly for making their we cannot possibly prepare them all for mark at the university stage. a uniform subsequent stage. Most of the students in secondary schools are not Secondary education to be a complete and likely to benefit from higher education in terminal education by itself for most the Universities. They may have aptitudes of the students and enabling each student for arts and crafts, agriculture, commerce to prepare for life suitably according and other practical vocations and adequate to his or her own aptitude and capacity. provision must be made for efficient guidance and counselling at school so that 11. The Secondary Education Commis­ they may be diverted into the different sion expressed the opinion that education streams according to their innate abilities at the secondary stage should be of a and skills. We have a very large and terminal character for most of the students growing population but we are lacking who cannot and need not go in for uni­ in men and women for practical and skilled versity education. We have already jobs. On the other hand, we are faced discussed this point while considering the with the problem of the educated unem­ responsibility of secondary schools to ployed. Thousands of young men and prepare suitable students for higher education. women turned out by the Universities every We have seen how futile and frustrating yea,r are beset by a feeling of frustration, it is for most students who go to colleges for at the end of a course of studies which to pursue that kind of education. The students at the secondary stage should be essential ingredients of democratic citizen­ sorted into different groups according to ship. We shall also discuss them together their bents and abilities through an although they are listed as separate aim efficient machinery of guidance and units in our questionnaire. Their impor­ counselling and different kinds of prac­ tance cannot be over-emphasized for the tical and vocational courses should be development of an individual as a physically organised for those students who are and mentally healthy human being and unlikely to benefit from higher studies at as a useful and efficient member of a the university so that these courses may democratic society largely depends on a equip them with skills and knowledge proper and balanced growth of these sufficient to enable them to settle in life qualities. and make themselves useful and produc­ tive citizens in the society on completion 14, Forming correct habits and attitudes of the school career. Alternatively, and a broad outlook in students is a these courses may be so designed that it major responsibility of educators at all may be possible for students studying levels. Slipshod manners and irregular them to take to continuation courses in habits of living, behaving and studying technical institutions. In that case, vitiate the attitude of adolescents towards education at the secondary stage will not people and things around them and they be terminal and complete by itself, but develop into unprincipled adults who are will divert students to polytechnic and incapable of doing good to themselves or other technical institutions. to the society. We have to guard carefully against any growing of loseness in thinking 12. Owing to non-availability of and acting in students. Systematic and suitable teachers and equipments for the regular training for the formation of vocational courses, these subjects at the wholesome habits and attitudes by multi-purpose schools have not so far adoption of planned programmes like the been very popular. Even those who School Defence Corps Programmes (National offered these courses suffer from the Council of Educational Research and general lure of the colleges and are only • Training) is urgently called for in the too anxious to get into them. The social interest of the defence and development value that glorifies purely intellectual requirement of the country. Formation of pursuits and underrates working with correct attitudes will lead naturally to hands is also largely responsible for the a broad outlook whose importance in a comparative unpopularity of these subjects. secular democracy like ours cannot be This wrong social value will change and exaggerated. these courses will become really useful 15. Developing qualities of character and effective if they are reorganisd in in students with a view to enabling them the light of experience and modern to function properly and effectively as conditions and if more generous avenues enlightened citizens of a democratic of gainful employment are thrown open society has always been a major function to students pursuing them. Unless this of education. But it has assumed an is done, the unthinking rush to colleges will added significance in the present context continue and will as usual result in colossal of the Chinese aggression which has made national waste of human material. it necessary for India to adhere to the ways of democracy more steadfastly than ever before and to show to the world Developing qualities of character, inde­ that this biggest experiment in democratic pendent thinking, democratic citizenship, living can succeed in spite of the onslaught true patriotism, international under­ of a formidable enemy whose main target standing and a broad outlook in students. of attack is our way of life. The intellec­ tual, social and moral qualities which an 13. While discussing the role of enlightened citizenship involves must be education in developing democratic citizen­ inculcated in students more systemati­ ship, the Secondary Education Commission cally and assiduously than before. The has stressed the importance of the qualities faculty of thinking and judging for one­ of character, independent thinking and self and taking worthwhile decisions, judging for oneself, enlightened patriotism, the capacity for clear thinking and a international understanding and a broad receptivity to new ideas, ‘the understand­ secular outlook and has regarded these as ing and the intellectual integrity to sif truth from falsehood, facts from propaganda that is good in our country and people, and to reject the dangerous app'eal of a willingness to recognise the weaknesses fanaticism and prejudice,’ ‘clearness in we suffer from and adopt measures for speech and in writing’, a hving faith their eradication, and a realization that in the dignity and worth of everjr single our country is a member of ONE WORIiD individual as a human being,’ amd the and can live happily only with other qualities of ‘discipline, co-operation, co-members. Students at the secondary social sensitiveness and tolerance necessary stage are in the initial years of adole­ for living graciously, harmoniously and scence which is a very suitable period in efficiently with one’s fellowmen_’—the the life of an individual for the tr aining of development of all these qualities in emotions. They must be made aware of students has been greatly stressed by the the rich cultural heritage of India and of Secondary Education Commission. In the essential facts of her history and the present conditions much greater geography. They must know what diflferent attention to the cultivation of these qualities kinds of people live in this country and must be given so that the nation may what political, social and economic systems maintain a closely knit entity and that they have adopted for living as a free the people following different creeds and people united .and integrated under one beliefs and speaking different languages constitution and one flag, enjoying uniform may rise above their narrow considerations fundamental rights. A living faith in the and stand together bound by adherence oneness of India and a spirit of national to the living principles and practices of and emotional integration must be culti­ democracy. vated through all school activities, curri­ 16. ‘True Patriotims’ is a fundamental cular and co-curricular. Along with this, ingredient of democratic citizensliip. In it is also equally necessary for students India to-day it has assumed added signi­ at the secondary stage to be acquainted ficance. And we must not be misled into with the problems which our country is the belief that the situation created in facing and the weaknesses from which our country by the Chinese aggression is we suffer. If the school is run properly a temporary and passing phase. The as a community, improved ways of living emergency that it has imposed on us may and behaving there will demonstrate to last a number of years, but it has force­ them objectively some of the shortcomings fully brought home to us the supreme of our national life. A willingness to see need of maintaining a state of permanent our own faults and a readiness to make and full preparedness to defend our efforts to eradicate them should be gene­ territory, our way of life and our values rated in the young people through well- against any aggression at any time. We planned and organised activities at the must be determined to serve our country secondary school. As President Dr. S. to the best of our ability by subordina­ Radhakrishnan said recently, we must ting individual interest to the nation’s not suffer from a large country or a larger interests. As our President Dr. S. great civilization complex. We must try Radhakrishnan recently pointed out, ‘the to develop in our boys and girls an inter­ deep emotional upsurge that followed the national understanding, a sense that we Chinese aggression could be stabilised at are a part of one world, and we should deeper levels if we did not allow our try to live happily with the rest of the selfish worries, incoherent ambitions and world in a spirit of friendliness and pettiness to take hold of us’ . Here we consideration for all. India has been must note that in times such asi these following a policy of non-alignment for when the integrity of the country is the reason that she wants to be free threatened, people must willingly and from hatred and fear of all kinds and cheerfully agree to forego some of the desires to live peacefully with the rest of fundamental rights and privileges which mankind. This basic national approach the democratic order guarantees. If of India in international affairs should need be, we must be prepared to have our be brought home to secondary school freedom of speech and action curtailed to pupils so that they may develop a healthy learn to obey implicitly, to do our best international understanding. The literature in whatever station of life we are placed published by UNESCO on education for and to die in the service of the motherland. international understanding may be very 17. True patriotism would undoubtedly helpful in this regard. also imply a sincere appreciation of all Promoting an all-round development of examination is still the overriding consi­ the student's personality deration and that objective is achieved mainly through memory work. But, as 18. As lias been forcefully pointed out discussed earlier, this kind of purely acade­ by the Secondaiy Education Commission, mic approach does not lead the students a democracy is based on faith in the anywhere. They find themselves at sea dignity and worth of every single indivi­ on completion of their educational career dual as a human being and the object of a and do not know what to do. It is, democratic education is, therefore, the therefore, of the utmost importance that full all-round development of every indivi­ most of the students at the secondary dual’s personality. The psychological, social, stage should be given opportunities of emotional and practical needs of the indivi­ studying practical and vocational courses dual must be taken into consideration and so that they may be able on finishing efforts must be made to meet them in an their school education to engage them­ appropriate manner. Many facts of the selves in some productive and useful individual’s personality come into play practical work and carve a place for when he lives with others in the commu­ themselves in society with initiative and nity. A properly organised school commu­ confidence. We have already discussed nity can successfully ingrain in the this point at some length while considering students the qualities of co-operation, secondary education as a terminal stage of discipline, public spirit, tolerance and education by itself. We may add here social sensitiveness which are so essential that also those students who have aptitude both for the development of personality and ability for higher education at the and for successful social living. university should be initiated into the privilege and joy of working with hands. Promoting interest in liberal arts, Without that initiation, education remains literature and cultural activities is very a purely academic pursuit and the gulf necessary for the enrichment of the student’s between studies and the actual life situation personality. The sources of creative continues to be wide. No student should energy in students should be released so therefore be afraid of soiling his hands and as to enable them to take active interest every individual must experience the joy in their cultural heritage and make of practical work. worthy use of their leisure by taking to satisfying creative activities in the realm 20. Our country continues to be under­ of arts, literature, music and other hobbies. developed. We have to fight poverty, One of the main functions of the school ignoTance and ill-health. We are in is to locate creative talent in students the midst of development plans and we and provide full opportunities for its healthy need money and efficient vocational and growth. technical personnel for implementing them. To this has been added recently Development of proxtical efficiency and the increased burden of the country’s vocational bias as also initiative, defence owing to the perfidious Chinese drive and qualities of leadership in aggression. The defence of the country students also requires a large skilled and technical personnel. The demands of development 19. The Secondary Education Commis­ and defence are very heavy, but we have sion agreed with the view that our to meet them for we are determined to education was too bookish and purely produce more, to increase the wealth of academic in character in most cases. the country to eradicate hunger, disease The position has certainly improved since and illiteracy, and to defend our mother­ the publication of the Commission’s land against any enemy at any time. Report a decade ago and an increasing The importance of providing for vocational number of young people are taking to and technical courses for our young men practical and vocational studies. But and women at school cannot, therefore, by and large our secondary education be over-emphasized. We must equip most still continues to be of a general academic of our educated young people completing type and our students do not generally secondary education with the necessary acquire any vocational bias or practical technical knowledge and skill that may efficiency. The passing of the final help them to produce standard finished goods and thus increase the national many of those who complete their wealth and general standard of living, and education at the secondary stage may also, enable them to contribute their assume leadership at the village, block, share ably to the defence of the nation. district and such other intermediat levels. As stated above, secondary schools For assuming that role, however, students have to prepare personnel for the execution must be equipped with initiative, drive, of the various schemes of national develop­ discipline, co-operativeness, a spirit of self- ment. Students have also to be trained in sacrifice and public service and other civic and social responsibilities so that qualities of character which go with it, CHAPTER II

Organisation

The existing organisational pattern of increase the dimension of secondary educa­ education in the State of Bihar, has an tion by reorganising its courses of studies elementary or basic stage from grades I and adding one more year to its existing to V II (middle) or V III (basic). This is span. The new set of upgraded schools followed by the secondary or higher secon­ were to be called the higher secondary dary stage from grades V III to X I and schools. This recommendation had a consi­ grades V III to X I (special) respectively. derable influence on the organisational At the university stage there is a three- pattern of education, then obtaining in f year degree course in the field of liberal this State. The reorganised span of ele­ arts, commerce and sciences followed by a mentary to higher secondary education two-year master’s course besides other would have been of 12 years—elementary— technical and professional colleges. Students 8 years from classes I to VIII and secon­ graduating from a secondary school have dary from classes IX to XII. Until then, to join the pre-university class and after there was a span of 7 years covering successfully completing it become eligible primary and middle stage. Intergrating for admission to the three-year degree class VIII with the elementary school course. Those holding a pre-university or would have necessitated recruitment of higher secondary pass certificate are eligible teachers with higher qualifications, cons­ for admission to the pre-engineering, pre­ truction of additional class-rooms, and medical, or pre-agricultural class. purchase of equipments. This would have created the problem of raising more funds 2. Two significant developments in the for supportmg elementary education whichL organisational pattern may be noted — were not forthcoming. Then again, there was the question of bringing about inter­ state uniformity in the total span of {a) establishment of the eight-year elementary and secondary education. senior basic schools in this State Neighbouring states had a total span of in the early forties of the century, 10 years covering elementary and secondary and education and in the reorganised organi­ sational set-up they would have a total (6) upgrading of about one fifth of our span of 11 years. Here was an opportunity high schools into higher secondary to achieve uniformity in the reorganised and multi-purpose schools since the set-up of elementary and secondary educa­ latter part of the last decade. tion. The rock of financial stringency and the idea of achieving uniformity in the 3. The framers of our constitution total span covering elementary and re­ envisaged that within a period of ten years organised secondary education with other from the commencement of the constitution States of the country, compelled formula­ free and compulsory education would be tion and adoption of an integrated syllabus provided for all children until they com­ of 7 years for our elementary schools. A plete the age of 14 years. With the passing considerable part of the syllabus of class of the last decade, however, it became VIII in general education courses was evident that this was a herculean task staggered and compressed in the 7-year involving tremendous educational effort elementary syllabus. This syllabus was and overwhelming financial responsibilities. introduced in classes I to III in January, The normal span of elementary education 1959. During 1960, 1961 and 1962, the new for the age groups 6 to 14 would have syllabus was introduced in classes IV, V coincided with the 8-year span obtaining and VI respectively. From January 1963, in the existing government senior basic the integrated syllabus is completely in schools, which are about 500 in number. force in all classes (I to VII) of our ele­ This was considered to be the desirable mentary schools. span of elementary education in the early fifties, but then came the Secondary Educa­ 4. In the realm of secondary education, tion Commission Report with its numerous the existing classes VIII to XI have been recommendations, one of which was to allowed to continue, classes X and XI 7 Ei^n.— j comprising the secondary stage. In higher multi-purpose school is permitted to run secondary and multi-purpose schools, classes VI and VII, its students should classes VIII and IX run as usual, the top also be required to take the middle three higher secondary classes having been school examination along with the students designated as IX (spl.), X (spl.) and of middle /basic schools with a view to X I (spl.). These patterns have been kept promoting healthy competition. with a view to ultimately reducing the span of higher secondary education by one 6. We also recommend that class year, i.e., 7 years of elementary and VIII should be disbanded from basic 4 years of higher secondary education, and schools, where they exist, and in future achieving inter-State uniformity in the it should form part only of high or higher span. However, experience gained through secondary schools, unless it is maintained these years has led to the conclusion that in present basic schools as an experi­ while the span of elementary education mental model and for this purpose the may continue to be of 7years, it is not possible teaching staff, equipments, etc. in these to reduce the total span of elementary and institutions are immediately upgraded higher secondary education from 12 (years) in an appropriate manner. to 11 years. The explosion of knowledge in different fields of learning, the enriched Recognition of high or higher secondary content-fields and the increased dimension schools. of secondary education necessitate the retaining of a five-year span (total 12 years) for the higher secondary education. 7. The State government accepted While recommending a total span of 12 highex secondary education as the pattern years to cover elementary to higher secon­ of secondary education in line with the dary education, we desire to make it clear decision of the Central government and that class VIII should be the continua­ as a consequence the upgrading of high tion of elementary education and class IX schools into higher secondary schools should be utilised for exploring the aptitude and multi-purpose schools became the and talent of pupils, and helping them in ultimate goal. Since the middle of finding the stream best suited for them the last decade, schools have been re­ apart from continuing the required courses ceiving non-recurring grants for upgrading in general education. Apart of the subject- or conversion. By now, about one- matter field at the higher secondary stage fifth of the recognised non-government curriculum has to be judiciously staggered secondary schools have been upgraded into to class IX and new syllabi of classes higher secondary or multi-purpose schools. VIII and IX have to be recast, reallocated About 90 per cent of government secon­ and redrafted. dary schools have been upgraded and converted into multi-purpose schools, all Place of classes VI, VII and VIII in the multi-purpose schools being higher secon­ organisational set-up of school. dary schools also. During the last decade a large number of non-government secon­ 5. We are of the opinion that classes dary schools sprang up. Since all high VI and VII should usually form part schools were to be upgraded into higher of an elementary school. They may secondary schools, it was decided that non­ form part of high and higher secondary government high schools should not be schools in exceptional circumstances with started after March 31, 1959. Such high the permission of the Board of Secondary schools which were started by March 31, Education and permission should be 1959, applied for recognition—some which given only on the ground that without fulfilled the prescribed conditions have such arrangement, the education of the been accorded (recognition as high’ schools, children of a local community will suffer others are still awaiting grant of ^recogni­ badly. Moreover such permission may tion by the Board of Secondary Education, be given only when the local bodies, Bihar, Since 1st April 1959, some non- such as the Panchayats and the Block govermnent higher secondary schools have Development Committees, and the been started and have been^ accorded inspecting officers in recommend in favour recognition as higher secondary schools. of the continuance of these classes in a high and higher secondary schools. 8. We recommend that the present In case a high, higher secondary or policy o f recognising only higher secondary l l sckools should be continued. Partial recog­ seek admission in tiie X llth class. High nition may be granted to the existing schools situated at a central or an important proposed high schools or newly started place should be upgraded from now higher secondary schools, with permission on-wards, so that each Anchal or police- to present candidates at the secondary station may be served by at least one school examination at the end of class XI. higher secondary school. These schools may Schools started up to March 31, 1959 later be converted into multi-purpose should now be required to re-designate the schools and in future may become the real school as a proposed higher secondary multi-purpose schools having all streams schools and fulfil conditions prescribed for of the diversified courses of studies. By granting recognition to a higher secondary pursuing this policy it may be possible to school. When a partially recognised higher set before the local communities an assign­ secondary school starts class X II and ment which they may feel provoked to fulfils the conditions of recognition, which fulfil. The local community may feel the may suitably be relaxed in case of the necessity of a higher secondary school and required acreage of land, they may be may raise its own resources to build up accorded full recognition as higher secon­ a higher secondary school, wliich may dary schools. provide sound educational programme.

9. Under head ‘C urriculum’, Chapter IV, Eligibility for admission in class VIII we shall discuss at length the question of bringing about identity in high school and higher secondary school syllabi vi^-a-vis 10. Up to the year 1948, students pre-university syllabus. Here we make it reading in middle schools were required to clear that there should be only one syllabus, take a public examination, known as the i.e., higher secondary syllabus. The first middle school certificate examination, at two parts of the higher secondary syllabus the end of class VII. This was considered shall be taught in classes X and X I of as too early a stage for a public examina­ high and higher secondary schools and the tion. Moreover, it was felt that a better third and the last part, which may be method would be for the teachers to be similar to the pre-university syllabus, shall given freedom to develop the instruments be taught either in the Xllth class of a of evaluation and to evaluate students on higher secondary school or in the pre­ the basis of their records of school work, university class. Holders of secondary home-study and internal examinations. school certificate shall be eligible for With this end in view, the middle school admission in the Xllth class of a higher certificate examination was abolished with secondary or multi-purpose school. It is effect from the year 1949. Experience, most likely that during this period of during the recent years, has proved that national emergency necessary funds may the abolition of the middle school certi­ not be available for upgrading the existing ficate examination did not yield satis­ high schools into higher secondagy/multi- factory results. This led to considerable purpose schools and strengthening the deterioration in the academic standard existing higher secondary and multi-purpose and also resulted in the misuse of authority schools. The process of upgrading should given to the schools, in several cases. Our be phased and organised in such a way elementary schools should be able to give that at least one higher secondary school a good grounding to students in the field should be placed at the disposal of the of general education, so that upon this communities inhabiting each police-station foundation the edifice of secondary educa­ or Anchal. It may not be possible to tion may be raised. Experience has revealed upgrade all our high schools into higher that the fear of public examination spurs secondary schools, even in the coming the students and teachers to put in fifteen years, but this fact need not hamper adequate amount of labour, since they feel the progress of the higher secondary that there is a lot at stake. The abolition scheme. The X llth class of the existing of the public examination unfortunately higher secondary and multi-purpose schools made them easy-going. should be strengthened in such a way that they may provide education for such 11. With the introduction of thediversi students of the neighbouring high schools fied courses of studies at the secondary who may come out successful at the stage, subjects formerly considered apart secondary school examination and may of the college-curriculum are now taught our high, higher secondary and multi­ control, supervision and guidance of the purpose schools. It is necessary that a education department. The department may^ screening of the students should be done however, employ technical personnel for at the end of the elementary stage so that supervising these schools. At the outset only those who can profit by secondary such central vocational schools may be education may prosecute their studies. organised by the department at divisional Those yho may not benefit themselves by headquarters. Pupils of both government joining a secondary school may join the and non-government secondary and higher trade school for learning useful trades. secondary schools may be permitted to Screening of the academically less gifted attend such schools. Pupils may study students may help in bringing about a their core subjects in the parent schools grouping of children, in classes at the for one week and attend the vocational secondary stage, o n . the basis of their school in the succeeding week for having chronological age and achievement* specialised education in their elective group. Such vocational schools may later 12. We^: recommend that a public be organised at the district and subdivi- examination at the end of the middle/ sional levels also. basic stage, i.e., class V II of middle and basic schools should be re-started immedia­ 15. A question may reasonably be tely and the unit of organisation for this asked as to what should be the size of a examination should be the district. The high, higher secondary or multi-purpose minimimi age-hmit for taking this exami­ school and what should be the size of a nation should be twelve plus. This would class. At present there are schools with very ensure that by the time the students low enrolment in educationally backward qualify for admission to class V III they areas and in such areas where due to may be round about thirteen years of age. group rivalry two or more schools have A pass at this middle/basic school exami­ been started in adjoining villages. These nation should be a qualification for admis­ schools are not self-supporting and they sion to class V III. This would ensure do not serve adequately the cause of better standards in secondary schools. education. In backward areas there is still scope for increasing enrolment and this 13. When more financial resources are should be done by the managers of the available and class V III comes to form schools in co operation with the teachers part of elementary education in the State, and members of the community they serve. the abore noted public examination may be In other rural areas where there are more held at the end of class V III instead of than the required number of schools, class VII. efforts should be made to integrate them by merging smaller schools into bigger Vocational Schools units. Leadership should be provided by the Education Department so that there 14. Conversion of higher secondary may be healthy development of institutions. schools into multi-purpose schools would, Under the head “ Administration” Chapter entail heavy amount of expenditure either 3 we shall discuss the idea of creating from tlie State exchequer or from the local school boards, which may programme resources of the local community. One of and pilot the development of educational the best ways to organise vocational institutions—elementary and secondary—in streams at comparatively low cost is to the school districts. set up a vocational school at such a ?entral place that about ten or twelve 16. We are of the opinion that we should neighbouring high or higher secondary try to build-up higher secondary schools schools, may usefully send their less in such a way that no school, in the rural academically gifted children to this central areas, may have an enrolment of less than vocational school. The feeder schools will 500. With a large enrolment in a school, cater in the areas of humanities, natural programme in different elective areas and sciences and core programme and the subjects may be provided with economy. management of such schools may combine A bi-purpose higher secondary school may together and meet the proportionate cost not be run with economy if the number on running the vocational school. It is of students in any of the three higher needlless to say that such central vocational secondary classes is less than 80. No schools should be under the administration. multi-purpose school with only three IS is admitted, whereas in a boys’ secondary streains can be run with due regard to or higher secondary school girls are admitted economy, if, in any of the three higher in a limited number, if there is no secondary classes, the enrolment is less separate girls’ school in the locality. We than 120. Lesser number of well organised recommend that the present arrangement schools will partially solve the problem of may continue. If there are separate boys’ securing the services of good and qualified and girls’ schools in a particular locahty, teachers. It may be also possible to pay co-education should not be encouraged in better salary to teachers in a school having the interest of the latter. If the girls’ adequate number of students with well school does not have educational pro­ organised educational programme. In a grammes needed by the local community, unit of considerable size, students may be they may be organised by the institution grouped according to their achievement^ in co-operation with the local people and superior, average and slow learners being institutions. If there is no girls’ school in grouped separately. While in core-subject a particular area, girls may be allowed to areas heterogenous grouping may be study in boys’ school but we suggest that preferred and team-teaching applied, a, suitable number of women teachers, achievement grouping may be resorted to preferably related to the male members in the specialised areas or elective sub­ of the staff, may be employed by the jects. In core-subject classes, normally, management, so that the interests of the there should be not more than 40 students girl students may be looked after by them. in a section. If the number of students in In addition to this arrangement, a separate a particular class, having diversified retiring room-C'M’W-bath room should be courses of studies, is small, say only 40 constructed for the women teachers and or 50, it will be difficult for the school girl students. Arrangement should be made to offer a wide range of subjects in a for organising games for girl students and particular elective group. If the number is teachers. Where provision for outdoor so small, the students will be pinned down games is difficult to make, arrangements to 3 or 4 subjects only and the subjects should be made for organising badminton, of the elective group will virtually Ibecome table tennis, etc. Boys and girls may compulsory subjects, leaving no choice to jointly participate in school debates, the students to elect subjects of their literary activities and cultural programmes interest. If a school ventures to offer a under the joint supervision of men and wide range of elective subjects, it would women teachers. be uneconomic and will undermine the finances of the school. With these consi­ Ship and evening classes derations in view, we are of the opinion that the minimum enrolment in a uni­ 18. High or higher secondary schools purpose, bi-purpose and multi-purpose may be run in shifts in congested urban higher secondary school, having 5 classes areaswhere the enrolment is very high and from VIII to XII, should be 200, 400 and wherethere is no space for the construction 600 respectively, while the maximum may of additional buildings, or no room for a be 600, 800 and 1,000 respectively. In the separate in.stitution for lack of adequate case of a high school with two streams, funds. In such circumstances, lower forms, the minimum enrolment may be 320 and such as classes VIII and IX including maximum 640. When the number exceeds classes VI and VII, if the scLool manage­ the maximum stated above, an existing ment has been allowed to run these school cannot cater to the needs of the classes, may be run in one shift and the growing number of students and efforts three top classes in the day shift for the should be made by the local school-board better programming of instruction. If the to set up another school at a vantage number of girl students in the locality is place, so that the need of the school adequate for running a separate school or district may be served in a better and a separate shift, this may be organised planned way. by arrangement with the Prir^cipal of the local school. In an industrialised area, Co-education at the secondary stage evening classes may be organised for the education of the adult workers who for 17. At present co-education is not the some reasons could not or cannot com­ accepted policy. There are separate secon­ plete and pass the secondar7 or higher dary or higher secondary schools for boys secondary examination. In such areas and girls. In a girls’ school no male student co-operation of the industries may be sought schools got only about eight months* time and welcomed, in programming the educa­ for their studies, during the aoademic tion of adult labour. While the school m ay session, of which only five months were impart general education and offer other devoted to class room study. The total elective programmes, it may be useful period devoted in two academic sessions to give credit for the work that such on teaching the secondary school students students do in their respective industriac;hers. should be forthwith contacted by Class teachers should be made res­ the school so that special care may ponsible for reporting to tho hteadn be taken by them also but the main master cases which should ge-t the responsibility rests with the head­ immediate attention of the miedlical master or principal of the school officer. considering the fact that many guardians are uneducated. The head (c) For regular medical assistance, teacher has to ensure proper medical a competent local physician shcould care of all students. Ho may seek invariably bo appointed by th© school and obtain such co-operation from management. Such modicnl officer the parents or local guardians and should get adequate remunerai,tion class teachers as woll as other for attending to the medical nieedg teachers of the school besides the of the students. local people, as may be deemed necessary depending on the situation. {d) A fund may be created in each sahool for running a co-opera tive School hostels drug-store in which common miedi- 26. Most of the schools started during cines may be stored for the us

In recent years, more and mor’e parents have been seeking the facility (c) that adequate number of trained of getting their wards educated througii and qualified staff and equipments the medium of English. There is a grea-t may be provided to all Govern­ rush ill the Anglo-Indian schools and other ment multi-purpose schools com­ English medium schools run by private mensurate with the instructional agencies. Government higher secondiarj programmes offered in each of or multi-purpose schools may assume the them, and the existing disparity responsibility of extending the facility in equipments and the number and of English medium classes. In view of qualification of staff between the growing importance of higher secon­ the Government boys’ multi-pur­ dary education and the people’s demand pose and Government Sarvodaya for English medium classes, we recom­ multi»purpose schools should be mend ; done away with very quickly, with a view to improving the standard of teaching in the latter. (a) that the Government multi-puir- pose schools situated at the dis­ Netarhat Residential • School trict headquarters should assume the role of experimental multi­ purpose schools which can prov^ide 29. The residential school at Netarhat secondary education in almost was set up f)y the State Government in yall streams or in streams accord­ the year 1954. This school is organised ing to the local requirements. on the lines of the public school in In the beginning, one multi-pur­ England. A competitive test is held every pose school at each divisional year to select the students for admission headquarters should be developed into the school. The students who com­ into a well-stafifed and well- pete have to undergo medical and psycho­ equipped experimental school. logical tests and only those are selected After a year or two, the remainimg for admission who come out successful Government multi-purpose schools in these tests. The staff is well-qualified, at each district headquarters may well-paid and adequate in number. The be developed into model multi­ life lived there is a community life and purpose^ schools ; all the students and teachers fully parti­ cipate in it. The students live in anum-* ber of Ashrams—each Ashram accommo­ (6) {i) that Government higher secon­ dates 20 students and is run under the dary or multi-purpose schools supervision of a teacher. The emphasis at each divisional or district head­ is on the training of character, the deve­ quarters should have paralllel lopment of right values, and the inculca­ English-medium classes by way tion of a spirit of self-reliance and healthy of experiment and further steps community life. Individual attention is in this direction may be taken the rule not only in the class-room but after watching the experiment for also in the Ashram. There are well- two years. Selected non-Goveirn- supervised study hours. The students ment higher secondary or high play games outdoor and indoor. schools may also be given this option in each division or district The parents or guardians of the stu after the experiment has been dents have to pay fees for schooling, found successful. boarding, clothing, equipments and other necessities of their wards in accordance iion-Government multi-purpose higher with the following sliding-scale of fees:— secondary schools can produce equally good scholars, although they do not have the resources possessed by the Income of parents School fees Clothing, Netarhat !Residential School. Grade, or guardians from (Board lodging books, all sources. and tuition), equipments, etc. The students of this school tend to offer either Natural Sciences or Huma­ nities and Social Sciences as their elective groups, although provision exists for offering other streams as well, such as, A Below Rs. 100 per Free .. Free, month. agriculture, metal work and fine arts. Since the number of students is restricted B Rs. 100 to 250 per Do. .. About Rs. 300 in a class to 60 only, provision for month. per annum. offering more than l .vo streams cannot C Rs. 251 to 500 per Rs. 400 per Ditto, be visualised for reasons of economy. month. annum. The trend, there, shows that the Netarhat D Ra. 501 to 750 per Rs. 600 per Ditto, i esidential school will ultimately turn month. annum. into a selective residential bi-purpose E Rs. 751 to 849 per Rs. 900 per Ditto, higher secondary school, preparing stu­ month. annum. dents for admission into institutions of

F Ri. 85-) pjr miibh Rj. 1,200 par Ditto, higher learning. By and large its products and above. annum. join universities and institutions of tech­ nical education and they do fairly well. Thisi school is doing a good job, but its This sliding scale-of-fees does not success will be fully judged only when it Ls known what impact its products encourage parents or guardians of the higher income groups to send their wards have made on different professions and to this school for obvious reasons. Most life-situations. Nevertheless, there is of the students reading in this school a growing demand for starting more residential schools in the State, so that generally hail from the families of the a larger number of bright children, lower income groups. This involves considerable expenditure from the State coming from less affluent homes, may exchequer. A reduction in the present receive that type of all-round educa­ fees-rate in respect of the higher income tion, which residential public schools are reputed for imparting. It has been felt groups may yield two-fold results; i rst, bright children coming from richer that the admission of a few bright stu­ dents from other States in the Netarhat homes would fetch more revenue, and school will be beneficial to the staff and the school would be able to serve a more the students. This will enrich the cul­ representative cross-section of society tural and community life lived there and and secondly, their participation in the also help in bringing about better in­ school programmes would help t remove the cultural-lag from which the children tegration and emotional adjustment among the students. hailing from poor homes suffer at present.

The school runs a six-year course for At present this school is running the age-group 12 plus to 18 plus, the under the direction of a governing body, top three years conforming to the higher the entire deficit being met by the secondary classes. The first batch com­ State. The medium of instruction being pleted its . studies in the year 1960. Hindi, it has been found that the pro­ By coincidence, the first higher secondary ducts of this school do not have a high examination took place that year. In the standard of spoken English, as compared last three higher secondary examinations with the products of other public schools (1960, 1961 and 1962), it has been in the country. In this respect there is observed that the products of this school much room for improvement. A section have fared quite well, and have secured of the students reading in this school, a fair number of top places. A scrutiny who , met the committee members sugges­ of the results has, however, proved that ted that there should be English medium some of the Government and a couple of classes also. Considering the various points raised and the maintenance of Anglo-Indian above, we have to make the following schools both elementary and secondary :— recommendations :— Secondary schools.

(i) The management of the resi­ Rs. Rs. dential school, Netarhat, should [i) (a) Recurring grant 66,000 be entrusted to an autonomous (6) Provident fund con­ 1,000 body so that it may serve the tribution for teach­ need of the State more efficiently ers. and may not have to wait for (c) Scholarships Rs. 15per 7,300 Government decisions on smaller month, per student. issues. The State Government should provide the required funds Total 74,300 for its maintenance and develop­ ment. 74,300 Primary schools. (ii) Sound traditions about the {ii) {a) Recurring grant 13,500 service conditions of the staff (6) Scholarships 300 should be build-up always keeping in view the best models and the Total 13,800 latest development in the leading 13,800 public schools in the country. Golleges.

{Hi) Scholarships to Anglo- (Hi) Parallel English medium classes Indian students may be started by way of experi­ reading in — ment and provision should be made (o) Arts colleges . . 500 for the teaching of English literature, one paper, as part (6) Professional Colleges .. 600 of group ‘A’ (Humanities and Social Total .. 1,100 Sciences). This will also serve as 1,100 an 1 experiment and it may be (iv) Contribution payable to 1,500 extended to other schools in the Inter-S t a t e future. Board for Anglo- Indian education. (iv) Some seats at the Netarhat Total .. 1,500 School should be thrown open to 1,500 scholars of other States. Grand Total .. 90,700 (v) Efforts should be made to start (Rupees Ninety thousand and seven hundred more residential schools, both only.) for boys and girls, capable of providing the public school-type Article 337 of the Constitution of India secondary education but within made special provision for educational the reach of the lower, middle grants for the benefit of the Anglo-Indian class fand working class income- community for a period of 10 years from groups also. the commencement of the Constitution. This special provision was to cease after Anglo-Indian Schools the expiry of this period. It was also made clear that no educational institu­ 30. At the moment, there are 4 secon­ tion would be entitled to any grant under dary and 7 primary Anglo-Indian Schools this article (337), unless at least 40 per in this State. These ' schools are run in cent of the annual admissions therein accordance with the provisions con­ were made available to members of com­ tained in the Code of Regulations for munities other than the Anglo-Indian European schools in Bihar (1937). The community. Although this period of safe­ following statement gives a picture of guard expired in the year 1960, the the amount that is being spent by the above noted quantum of grant conti­ State Government each year on the nues to be given to the Anglo-Indian education of the Anglo-Indian ' students schools of this State. Alongwith the achievement of a good of the necessity of bringing improvements academic standard, the Anglo-Indian and adjustments in instructional program­ schools lay particular stress on the train­ mes, so that these schools may serve the ing of character and the development of country in a constructive manner. The the all-round personality of their pupils. teaching of the n.odern Indian languages The inculcation of a sense of discipline is is receiving adequate attention. The ob­ at a premium. Moreover, they impart jective is to produce good citizens who education through the medium of English. may successfully participate in the social, These features are responsible for their economic and technological development growing popularity amongst the non of the nation. The Anglo-Indian secon­ Anglo-Indian communities and there dary schools deserve every encourage­ is a constant pressure on them for admis­ ment and help from the State for the sion of students. These schools have introduction of the teaching of the diver­ adopted the progressive ideas and methods sified courses. of teaching. They lay emphasis on the development of a sound community With a view to bringing about im­ life, a sense of reliance and a spirit of provement in the sphere of Anglo-Indian social service. Formerly, these schools education we make the following recom­ used to be inspected by the Inspector of mendations :— European schools in Bihar appointed for this purpose. At present these schools (i) The inspection of Anglo-Indian are inspected by the D. P. I. in the capa­ schools should continue to be done city of Inspector of Anglo-Indian schools, either by the D. P. I. or by one and this arrangement may continue. of the seniormost officers of the Department who preferably has :> . There has been a growing and had a good education or training persistent demand for increasing the rate abroad. of scholarships sanctioned by the Director in accordance with Article 43 of the Code (ii) The Anglo-Indian secondary of Regulations for European schools in schools may be encouraged to Bihar. Since 1917, a certain number of implement the diversified courses scholarships of the value of Rs. 15 a of studies so that they may pro­ month are being awarded annually by the vide education according to the D. P. I., Bihar for the benefit of the needs and aptitudes of the stu­ children of the poorer classes of Europeans dents. or Anglo-Indians, whose total income does not exceed Rs. 100 to Rs. 115. Th( 'Hi) There should be a provision for price-index has gone up and, therefore, the the admission of selected meri­ ceiling of income has to be raised, and torious non-Anglo-Indian students the amount of scholarship considerably in these schools against a few increased. There is also a demand for free and half-free places provided the introduction of the diversified courses by the Government. of studies in the Anglo-Indian secondary schools, so that they can cater for the (iv) The present rate of scholarship, abilities and aptitudes of their pupils in awarded to the Anglo-Indian a better way. These schools are now students on the basis of their making efforts for incorporating the parents’ income, is inadequate. practical aspects of Nai Talim. There Steps should be taken to enhance is demand for the teaching of vocational the rate of scholarship considering subjects also. There is a growing awareness the price-index. CHAPT’ER III

A d m i n iSTHATioN a n d S u p e r v is io n

Organisation amd Administration

Education being a State subject, the regard to secondary education. It is the State Government is competent to formu­ State Government which i)rescribes courses late policies regarding education. In this of studies including text-books, laj^s down State there is an independent depart­ rules and procedures for the grant of ment of education placed in charge of a recognition to schools, and regulation of iuinister vt^ho is a member of the State service conditions of teachers, sets the Cabinet. In the formulation of educational minimmn academic and financial standards policy and the smooth functioning of that the schools have to fulfil and main­ administrative machinery the ministec-in- tain, prescribes the scale of fees to be charge of education is assisted by the levied from students and pay-scales to Director of Public Instruction, and a be given to teachers of different qualifi­ Secretary, who happens to be a member of cations. It also formulates plans for the the ■ eneral Administrative Service. There development of secondary education in is a State Advisory Board of education the State and provides funds for their which advises the Government on broad, implementation. It employs professional policy matters relating to education, inspectorial staff for administrative and particularly its improvement both in the supervisory purposes apart from main­ quality and quantity. However, both the taining a number of model institutions director and the secretary have their depu­ of secondary and higher secondarj^ status ties and assistants to help them in their out of public funds and sanctions grants- work. The 1 irector has a chain of line in-aid to recognised non-Government high and staff officers under him. The line of and higher secondary schools. officers are those who share the adminis­ trative authority at different organi­ 3. To sum up, it has to formulate sational levels, while staff officers, al­ and define its policies on all educational though only a few in number, render matters, that is from educational planning special services to the department and to budgeting, organising, staffing, evaluat­ educational institutions. Among the line ing and reporting. In this work, the officers, who work under the Director of Director of Public Instruction acts as Public nstruction in the field of secondary technical adviser to the Government and education there are, in the sphere of he gives his advice through the channel boys’ education, the Regional Deputy of . ecretariat officers who being generalists Directors of Education, the District Edu­ cannot or may not make any very cation Officers, the Principals of teachers’ significant contribution towards the solu­ training colleges, Subdivisional Education tion of academic problems and proposals f fficers, and the Principals or heads of referred to Government by the Director. high and higher secondary schools and in In academic and administrative matters the sphere of girls’ education we have the the director should have the rank of an inspectress of schools, Bihar, the District additional secretary to the minister—this Inspectresses of Schools and the Lady would facilitate the work, considerably. principals or Headmistresses- of high and However, once the policy has been higher secondary schools. Ainong the adopted and defined, its execution is the staff officers there are specialists such as responsibility of the director, who is the the directors of the bureau of educational Chief Educational Administrator in the and vocational guidance, text-book re­ Ftate. Both at the time of advising the search, and examination research. A Government in regard to the formulation description of the ramification of the of policy and the execution of policy, he entire educational administrative heirarchy is assisted by the Deputy Director and Assis­ is beyond the scope of this report. We tant Director in charge of secondary educa­ discuss here the administrative heirarchj’' tion. The directors of examination research, in the held of secondary education only. text-book research, and educational and 2. As indicated above, it is the State vocational guidance render technical advice Government which formulates policies with in their own special fields. 4. The Director of Public Instruction education-ctiw inspctress of schools—who exercises his authority through his line combined both dministrative and super­ officers. Administratively the State is visory functions. In the beginning of the divided into four regions or divisions, 17 second five-year plan, the posts of district districts and 58 subdivisions created for. nspectors of schools were converted into the purpose of running general adminis­ the posts of subdivisional education officers tration. The Regional Dei'uty Director of for the 17 sadar subdivisions and further Education is in charge of all matters relat­ 41 j)osts of subdivisional education officers ing io boys’ education up to the higher were created for the remaining mofussil secondary stage in liis division. His subdivisions. 17 posts of district education duties are organisational, administrative, Officers in class I of the Bihar Educational inspectorial and supervisory. He exercises Service were created for the 17 districts administrative control over all educational and the posts of divisional inspectors of administrators in charge of boys’ education schools were redesignated as the Regional in the division. The district education Deputy Directors of Education. For the officers and subdivisional education officers supervision of girls’ education, one whole­ have similar duties in their own juris­ time inspectress of schools was appointed dictions the former being the controlling (during the financial year 1956-57) for the officers of the latter. The inspectress of whole State and eight more posts of Dis­ schools is in over-all charge of girls’ edu­ trict Inspectresses of Schools were created cation up to the higher secondary stage in so that each district could get the ser­ the State. She is assisted in the perfor­ vices of one district inspectress of schools. mance of hei duties administrative, inspec­ But during the third five-year plan, there torial and supervisory—by the district has been no addition to the number of inspectresses of schools. The subdivisional existing inspecting and supervisory staff education officers and the district inspec­ meant for regulating, supervising, and tresses of schools exercise no control over promoting the growtii of secondary edu­ high and highei secondary schools run by cation in the State. The number of Government, since the heads of these secondary schools has doubled since the institutions rank equal to them. The State first year (1956-57) of the second five- Government rnns five teachers’ training year plan. Inspectorial, supervisory, and colleges in the State, the heads of which administrative assignments have increased are under the direct administrative control tenfold. The inspecting officers are found of the director of public instruction. often busy in conducting administrative Of the five teachers’ colleges, only three enquiries and reporting their findings to have each a practising Government multi­ their higher officers. The community purpose higher secondary school, the.prin­ development programme has also increased cipals of the latter being placed under their responsibilities. During the last the control and supervision of the prin­ plans huge sums have been spent on giving cipals of the teachers’ colleges. grants to high and higher secondary schools for the construction and expansion of the school-plant, purchase of furniture 5. From about one hundred around and equipments both general and scientific. the year 1912 and about 400 in 1947-48, There is no separate machinery for evalua­ the number of secondary schools in Bihar ting the performance in the developmental rose to about 1,600 by the end of 1962-63, field. While these educational adminis­ about 200 more awaiting grant of recogni­ trators find themselves busy in the perfor­ tion by the board of secondary education, mance of administrative assignments and Bihar. This tremendous increase in the other ancillary liinctions, academic super­ number of schools naturally necessitated vision of schools is neglected. the strengthening of the inspectorate. By the end of the first five-year plan 6. The unattractive salary scales (1955-56), the number of secondary schools prescribed both for the teachers and edu­ almost became double the number obtain­ cational administrators do not attract ing in 1947-48. Such a large number of the brighter products of the universities. schools could not effectively be inspected and Certain qualities are essential for a successful supervised by a small team of educational educational administrator, for example administrators—four divisional inspectors, intelligence, job perception, grasp of 17 district inspectors, nine district inspec­ administrative technologies, an insight into tresses and one deputy directress of educational problems, healthy behaviour pattern, broad cultural' vision and aware­ and reorienting the training programmes. ness, and a sense of missionary zeal. The Pointed attention, however, has to be present salary schedules are admittedly drawn to one particular limitation. There not capable of attracting persons of is dearth of science graduates among the requisite calibre. -And unfortunately the ranks of educational administrators. There training programmes offered by the teachers’ is therefore an immediate need for appoint­ colleges are also not capable of impart­ ing supervisors who may be subject ing good professional training to the edu­ specialist representing all groups of the cational administrators. To provide diversified courses of studies. These supervi­ incentive to really good men to join the sors may assist the educational administra­ educational service the government must tors in the supervision of schools or may even provide salaries commensurate with their independently be required to visit schools, responsibilities. If education continues to supervise teaching, perform demonstration be served by discontented second rate lessons and disseminate information about persons, the country is bound to suffer. the latest instructional methods among the The training programmes for teachers, headmasters and teachers. Such supervisors headmasters or principals and educational may hold seminars and group discussions administrators must be reoriented so that with a view to evolving better instructional the cause of secondary education may be methods and teaching techniques. well served. If the standard of secondary education has to be raised, all teachers 9. The unit of administration being the should be professionally trained and so subdivision, there is considerable lack should every headmaster and educational of balance educationally and adminis­ administrator. tratively between the different units. On the one hand, there are certain subdivisions 7. So long the vast majority of teachers with only five or six secondary schools imparting instruction in secondary schools and the subdivisional officers concerned continues to be untrained, there is cons­ have comparatively little work to do. On tant need for giving them guidance in the the other, there are subdivisions with even fields of teaching technique, methods of more than 50 schools and the subdivisional instruction and planning their lessons. officers are expected to inspect these The head teacher being the supervisor on schools every year apart from the inspec­ the spot, must be professionally trained and tion of a number of elementary schools, must share his skill and means with his subordinate offices, community develop­ colleagues. He must provide the neces­ ment blocks. Naturally a high standard sary instructional leadership. His failure of all-round administrative and supervisory to do so may result in his being reduced work cannot be expected. In order to to the position of an ineffective status remove this lack of balance, improve the leader rather than an effective natural standard of supervision and create favour­ leader. He must be skilled in planning able condition for effective instructional and executing educational programmes. leadership, we recommend the following He mtjst have a good grasp of school measures:— finance and should have thorough know­ ledge of rules and regulations of the depart­ (i) immediate rationalisation of the ment. The present training programme units of educational administration however, does not have this wide pers­ so that the work is more evenly pective; it is narrowly conceived and distributed; thoroughly ill-planned. (u) deduction in the size of these 8. Likewise the educational adminis­ units or readjustment so as to trator should provide instructional leader­ correspond with the proposed school ship to the principals or headmasters and district; teachers in general. They should help the (iii) placement of qualified subject- teachers in identifying their tasks, use specialist supervisors at the present their skill and resources in removing their district headquarters, later to be academic and instructional difficulties. attached to the divisional education They should act as resource persons, offices; curriculum co-ordinators and interpreters of educational Acts, rules and regulations. (iv) judicious selection and appoint­ There is ample room here also for improving ment of adequately qualified persons charged with the responsibility of managed schools of which 22 ara exclu­ supervising a high or higher secon­ sively meant for imparting education to dary school ; girls. Each of these schools has a govern­ ing body consisting of officials and non- (v) frequent inter-change of duties ofScials. Usually, the district officer is between the subdivisional education the Chairman of the governing body and officers and the lecturers of teachers’ the Principal or Headmaster, the ex officio colleges with a view to giving an secretary. The school fees are deposited opportunity to the former to replenish into the Government treasury, the entire their skill, acquire knowledge and funds for operating the school being enrich their professional competence; allotted by the State Government in the and providing the latter with an departmental budget. Government-managed opportunity to learn administrative schools are beyond the pale of the techniques, apply theoretical know­ provisions of the High School (Control ledge to actual class-room situations and Regulation of Administration) Act, and disseminate latest researches in the 1960. field of instructional methods; All high and higher secondary schools— (vi) institution of training programmes whether managed by the State Govern­ for educational administrators, inten­ ment or private agencies or corporate ding principals of secondary schools bodies and recognised by the board of and the teacher-trainers, and in- secondary education, Bihar, have to service training programmes for follow the courses of studies prescribed practising educational administrators; by the department of education; and are placed under the academic supervision of (vii) creation of a research wing attach­ an inspectorate. ed to tlve dkec-torate of edwcation which should work upon the feed 11. The State subsidised schools.— back data and problems relating to Since the beginning of the first plan, the administration, supervision and State Government have been sanctioning evaluation of educational programmes, grants for setting up secondary schools in and furnish findings and reports to the educationally backward areas. These the department of education ; schools are known as State subsidised (viii) strengthening of the team of schools. During the first five-year plan, advisers for secondary education twenty-four such schools for boys were in the department of education by set up. During the second five-year appointing one Assistant Director of plan, 73 more boys’ high schools and Education and one Deputy Director of three girls’ schools were set up. During Education to be placed in exclusive the third five-year plan, 10 State subsi­ charge of academic matters for example, dised higher secondary schools for boys the curricula and their improvement, are scheduled to be organised every year the provision of instructional leader­ in such educationally backward community ship to educational administrators at development blocks and police-stations lower levels, planning the develop­ which have no secondary schools. There ment of higher secondary and multi­ is also a scheme for starting 25 such purpose schools and conversion of schools during the third five-year plan, high schools into higher secondary exclusively for girls at the subdivisional and multipurpose schools. This will headquarters or the headquarters of enable the existing set of assistant and police-stations, of which 18 schools have Deputy Directors to concentrate on already been started, by the end of finan­ problems Telating to administration, cial year 1962-63. Seven more schools development of school-plants, pro­ were to be started during the financial vision and sanction of funds and year 1963-64, but no funds have been recruitment of teaching personnel. provided for starting Ptate subsidised schools either for boys or girls during the Different types of schools and their current financial year. Similarly, no funds managements. have been provided in the current year’s budget for upgrading high schools into 10. The Government managed schools.— higher secondary—schools and converting There are at present ^ ‘f»fyt'w»tuj\ent^ higher^secoudaiy -scl^d^^ij^o multi-purpose 7 E d n .-5 schools. We are of the opinion that there State Government and private industries. should be no cut in the provisions on The railway administration runs a num­ these scores and that these schemes should ber of high schools which are financed by be brought into operation from the next it. Railway high schools have their own financial year, and the shortfall ini the governing bodies, and recruitment and physical target should be made up. service rules. The posts of personnel serving in these schools are transferable. 12. The management of a State sub- The State department of education does 'oidised school is vested in a man.aging not sanction any grant either recurring or committee consisting of the nominees non-recurring to them. of the Director of Public Instruction, who may be , both officials and non-officials 15. Next, there are schools run by other representing the locality, guarroved Corporation and Sindri Fertilizers. These expenditure, is met by the State depart­ schools are financed by these bodies and ment of education. A major portion of they have their own recruitment and the initial cost on constructing the school service rules. They do not receive any plant and purchasing equipments is given grant-in-aid from the State department of by the department. The local commu­ education. nities are required to make a matching contribution in the shape of donation of land, building material and requisite funds, 16. There are a number of schools but 80 far the response has not< been managed and run by Tata Iron and Steel very encouraging, the only pLausible Company at Jamshedpur. The teaching argument for this state of afiairs being and non-teaching personnel in these the socio-economic and educational back­ schools are the employees of this steel wardness of the local commiunities. company and are entitled to all amenities Except for the financial liability of the and benefits available to other employees. State Government in respect o f these These schools do not have separate schools, they are for all practical piurposes managing committees but are managed and treated as non-Government schools^ run by a common advisory body. The company employs an eduation ofiicer 13. Other schools.—The rest of the non- to take care of these schools, which are Government secondary schools may be solely financed by the company, the State placed under three categories— (1) schools department bearing no share in the costs run by the corporate bodies, (n) schools run of their maintenance and development. by the religious minorities and tru.sts, and (Hi) schools run by other communities. All 17. Schools run hy the religious minori­ high and higher secondary schools— except ties and trusts.—There are a number of those managed by the State department of schools run by the Christian missionaries, education—^have to fulfil conditions pres­ Ramkrishna Mission, other minority com­ cribed for the grant of recognition.. If at munities, and religious bodies and trusts. any time they fall below the standard These schools are protected by consti­ prescribed, recognition may be withdrawn tutional safeguards in regard to manage­ by the board of secondary education, ment, They have got a managing com­ Bihar, and in that event they are not mittee for each school consisting of represen­ allowed to present candidates at the tatives of the mission, society or trust secondary school or the higher se-condary which has organised them, represen­ school examination. tatives of subscribers and guardians of the pupils reading in the school, the head­ 14. Schools run hy the (corporate master, a representative of the teachers bodies.—^There are a number of schools and three nominees of the Director of run by the railway administratiion, cor­ public instruction. They have to obtain porate bodies, other departments; of the the approval of the board of secondary education in respect of the constitution the matter of opening secondary schools. of the managing committee. The teach­ Whereas there are many police-stations ing and non-teaching personnel of these and Anchals in the educationally back­ schools are the employees of the manage­ ward areas such as the Chhota Nagpur ment. The service conditions of the Division and the Santhal Parganas, which teaching personnel and clerical staff are are still unserved by a secondary school, regulated according to the rules prescribed there has been a mushroom growth of under the Bihar High Schools (Control such schools in the educationally advanced and Regulation of Administration) Act, areas, depending on the resources of the 1960. In case of a wrongful discharge or local communities. In several cases, two dismissal from service, the teachers may schools have been organised in one village prefer an appeal to the proper inspecting andln a pretty large number of cases, schools officer of the department, the final appeal have been started within a radius of one to lying with the President, Board of Secon­ three miles on the pretext of so-called natural dary Education, Bihar. barriers. The mushroom growth has resulted in the stagnation of the esta­ 18. Schools run by other commumties.— blished schools—those which used to be The remaining secondary schools have self-supporting have become stunted and been set up and organised by the efforts newly established ones are dormant. of the communities in general, in most Most of these schools are not in a position cases funds coming from private donations. to engage qualified staff and pay them About one hundred schools were started the prescribed salary and in a good during the latter half of the nineteenth many the number of pupils on the roll century and another one hundred during is less than 200. Some of these schools the first quarter of the current century by stoop to the level of admitting students the then landlords and zamindars. These from their neighbouring schools in upper schools were financed by them, but conse­ grades without consideration of academic quent upon the abolition of the zamindari stMidaid. This leads to rivalry and ten­ system these schools like others, have to sion between schools. Students who are depend on income from , fees realised from not promoted in one school seek admission students and Government grants. Since in the higher classes of the neighbouring the thirties of this century, the middle school. If there is a case of indiscipline class section of society exhibited an on the part of a section of teachers or increasing desire to share the benefits of students, they can easily desert the education and this has resulted in the former school and start a rival school in establishment of a large number of the vicinity. A student who is penalised secondary schools. All these schools have on disciplinary grounds seeks refuge in to depend on income from fees realised the arms of the rival ’ school. Their from students, grants received from economic condition being unsound, they government and contributions received from cannot have a good number of subjects or the people, the last one rapidly diminish­ streams and the pupils, therefore, cannot ing in quantum. As for management, the exercise their option in selection of elec­ managing committee is consitituted in tive subjects. In the sector of school accordance with the prescribed rules, finance, the public contribution continues according to which donors, guardians’ to diminish. While there is growing representatives, nominees of the Director of incidence of the maladministration of Public Instruction, Headmaster, and a funds, teachers continue to feel insecure representative of the teachers of the as they are frequent victims of wrongful school find representation on it. It is the discharge or dismissal. In a good number managing committee which is the employer of schools undue interference in the day- of all the teaching and non-teaching to-day administration is becoming rampant personnel. It has to follow the rules relat­ and the heads of institutions do not find ing to the service conditions of teachers. themselves in a position to exercise their administrative and supervisory functions 19, The financial condition of most of effectively. the non-government schools, except those which are financed and managed by the Growing State participation in the develop­ corporate bodies, companies and religious ment of secondary education. bodies, is far from satisfactory. There 20. It was not until very late in the has been a complete lack of planning in nineteenth century that the British Government realised the need of giving in these schools, there were a few financial aid to the private enterprise in proprietors or interested managers who the field of secondary education. Even did not r^elish the curtailment of their towards the end of the British rule in India, powers and challenged the authority of the Provincial Government spent only about the department to frame rules, affecting a few lakhs of rupees as grants-in-aid their so-called rights and privileges, in to non-Government high schools. During the law courts. When the departmental the last sixteen years, however, the State rules werDelhi. At the same time, we had evaluation and examination. to keep in view our local c onditions and the future status of the body All these bureaus work in the field of that we may recommend in their secondary education in their own way place. It was found that it would without effective co-ordination between be necessary to keep such a body them. This state of afi’airs is not very beyond the provisions of the Com- satisfactory and it admits of considerable pan'es Act in the interest of economy. improvement in their working. All members felt that it would be very difficult to improve things 25. In course of our enquiry several unless the present board of secon­ factors affecting the sound development dary education is enlarged and of secondary education were brought to our reconstituted to cover all these notice, some of which are indicated here— functions and unless it is given a (a) It is felt that better conditions of sound statutory and autonomous service should be made available status. to the teachers and headmasters working in non-government secondary 26. We, therefore, recommend that all schools. The heads of non-govern­ the bodies, statutory or otherwise, at ment secondary schools should present dealing with the different aspects be given more powers to ensure effi­ of secondary Education, enumerated above, cient work inside the institutions. be merged in an omnibus Board of Secon­ dary education, Bihar, which should cover (b) Secondly, since the vast majority all these activities through its wings as of secondary schools are being run indicated below :— practically with their fee-income and grants-in-aid from Government, i.e., (i) Organisation.—Recognition, financial without any tangible public or local administration, etc.,educational super­ financial support other than fees, some vision, and control of non-Government members strongly suggested the taking schools and its personnel when they may be taken over with the consent accelerating the spread and growth of of the owners or managers ; secondary education. The reconstituted Board of Secondary Education should take (m) Examination.—Public examination, over the control of the schools and their examination research and curricula ; personnel, beginning with heads of schools, as the owners and managers of the insti­ {in) Text-books.—Preparation and prodmc- tutions give their voluntary consent for tion of text-books prescription a^nd this purpose. The State subsidised schools recommendation of such text-books or should form the nucleus of the proposed reference books as are not producejd, school district. In future all Government text-book research, and grants for the maintenance and develop­ ment of high or higher secondary schools should be given by the Board of Secondary Education through the departmental (iv) Guidance.—Educational and vocational officers to subordinate school boards in guidance, training of school counsellors the specific names of institutions concerned, and teacher counsellors and preparimg but care should be taken not to make the them for suitable diploma or certiifi- agency of the school board a bottle-neck. cate in guidance and counsellin|g ; The creation of school boards will help guidance research, preparation of improve the service conditions of the tests, contact with parents and guar­ teaching and non-teaching personnel and dians, etc., etc. facilitate their transfers between schools within the school district and between the The board should be a statutory aind school districts with the permission of the autonomous body which can functicon parent body the Board of Secondary Educa­ without such inhibitions as have limit;ed tion. The entire deficit calculated on the or minimised the utility of the present basis of approved expenditure, should be bodies. The relevant Acts should be met by the State department of education, modified or if necessary, they should be in case of school placed under the control replaced by a comprehensive legislatiion and management of the school-boards. on secondary education which may mceet The Secretary to the school board should all these needs and which may help to be given a suitable allowance for looking make the new board a body in suita]ble after its work and necessary clerical equilibrium responding significantly to assistance should be placed at his the developing needs of secondary eduica- disposal. tion in this State. 28. We further recommend that for 27. For theTpurpose of maintainiing the purpose of effecting efficiency in the better control over the administraticon, administration and supervision of non­ growth and planning of secondary in Ithe government high and higher secondary State, we recommend that the reconsti­ schools, the unit of educational adminis­ tuted board of secondary education, Bihiar, tration should be the school district. should set up subordinate school boards in In the event of the school district becoming each district or subdivision or smaHler the lowest unit of administration in the areas as the need may be. In no caise, field of secondary education, the field a school district should have more tltian administrative units of the education 25 to 30 non-government high and hig'her department may be reorganised and re­ secondary schools including girls schotols. named as school districts, divisions and For every school district a school boiard regions. Every division and region may should be constituted with the purpos

Curriculum

1. The secondary school curriculum, realised that they ould not achieve these as formulated during the British regime objectives and they rightly came to be in India, had its inherent defects and it regarded as schools imparting secondary naturally came in for a good deal of education. This culminated into the issue criticism from time to time. The general of a circular by the State department of charges levelled against it were that it education, in 1960, granting them the status was narrowly conceived, bookisjh and of secondary schools for all practical theoretical, overcrowded with maniy insig­ purposes. nificant contents, lacking in p actiical and vocational bias and unable to cater to the 4. The most remarkable development various needs and aptitudes of the adole­ in the field of secondary education took scents. The depa tment of educatiion gave place when the Secondary Education Com­ a serious thought to these criticisms and mission headed by Dr. A. Lakshmana- produced the revised syllabus foir classes swamy Mudaliar submitted their report VIII and IX which was introduiced in in 1953. The recommendations of this class VIII from January 1950 and in Commission with regard to curriculum class IX from i Janaury 1951. Alomg with amounted to the endorsement of develop­ this, the department also started making ments that had already taken place in preparation for the revision of thie secon­ this State in the direction of diversifica­ dary school syllabus and this revised syl­ tion of courses, reinforcement of the idea labus was introduced in class X fr'om July of providing a fairly rich core programme 1952, the session having been changed from for imparting general education and a wide January—December to July—June. It may range of elective groups (as many as seven) be recalled that the students who were for giving specialised education to the taught according to the revised syllabus pupils and expansion of the dimension of for classes VIII and IX were the first to secondary education by adding an additional handle the revised courses of stnidy for year to its span and calling it the higher secondary school examination. They took secondary stage of education. A draft the secondary school examination in 1954. syllabus for higher secondary schools was prepared by the Central Ministry of Educa­ 2. Another innovation, which, went tion for the guidance of the State depart­ together with this revised courses olf study, ments of education, on the basis of the was the introduction of the system of recommendations of the Secondary Educa­ assessment of the work, performance, and tion Commission. Our State de artment achievement of the students by their of education reacted favourably to most of teachers upto the extent of the twenty the recommendations made by the Com­ per cent of marks allotted for each subject, mission and took positive steps to frame the final written examination beiing held syllabus for its own multipurpose and in the remaining eighty per ceiat. The higher secondary schools. revised courses of study pirovided for common core programme in fche field of specialised education. This co)urse of 5. The courses of studies for higher study is still in force. secondary school examination were intro­ duced in class IX special (equivalent to 3. Towards the end of the foirties of class X of high school) from July 1957, this century, another novel experimient was in class X special from June 1958 and in made in the field of post-basic ed ucation, class X I special from January 1959, the which was an extension of basic education academic year having been changed from beyond class VIII and which laid emjphasis— July—June to January—December, as on vocational bias. The post basic schools stated previously. The first higher, secon­ may in some way be treated as the pre- dary school examination took place in cursores of the multipurpose schoo)ls. The 1960. The higher secondary school exa­ post-basic] curricula put stress oni correla­ minations have shed light on certain much ted teaching and learning of usefiul crafts. needed reforms in the field of curriculum With the passage of time, it carme to be and examination. 6. The present courses of studies for should have compulsory subjects, the classes VIII & IX are diversified and com­ details of which are illustrated in the prise common core subjects and elective structure of the syllabi for different stages groups. We do not consider class VIII a of education in paragraph 33. suitable stage for the introduction of the diversified courses of study on the following Three language formula grounds :— 8, According to present arrangement (а) We have about five thousand middle pupils whose mother-tongue is Hindi, or senior basic schools in our State. are required to read Hindi as the national Pupils passing out of middle schools language and also as the literature of and even senior basic schools seek their mother-tongue ; whereas pupils whose admission to class VIII of high or mother-tongue is not Hindi are required higher secondary schools. In the new to study the national language (Hindi) and situation, the teachers cannot be the literature of their mother-tongue expected to know the pupils at once (Urdu, Bengali, Maithili, Oriya, Nepali or by personal contact alone, for Santhali). This arrangement holds good cumulative record cards do not exist for both secondary and higher secondary at present. Nor can the pupils be school examinations. In the interest of expected to develop understanding national integration, better emotional with the teachers in a short time. In adjustment and understanding between the circumstances, neither the teacher the citizens "of India, in fairness to the nor the counsellor can reasonably pupils whose mother-tongue is not Hindi, be expected to furnish sound advice and also in the interest of Hindi speaking to the pupils about the right stream pupils themselves, we recommend that the suited for them nor can they be three-language formula as formulated by expected to seek the guidance of the Government of India and accepted by an unfamiliar teacher or counsellor the State department of education, vide with confidence. Resolution no. 3572-E, dated the 25th Sep­ (б) Moreover, it is on the foundation tember 1958(Appendix I),be faithfully imple­ of general education that the edifice mented with the following amendment in of specialised education is raised. place of paragraph 4 (c). “ Hindi (for non- The quality of general education Hindi speaking students) or any of the imparted in our middle schools or South Indian language (for Hindi speaking senior basic schools, depending on students) provided it is not any of the the qualifications of teachers, does languages offered under group A of this not form a sound foundation for paragrpah” . We want to make it specific raising the superstructure of specia­ that for the purposes of our schools, the lised education. Hence, another second Indian language should be either year of general education, in the Tamil, Telugu, Malayalam or Kannad and campus of a secondary school imparted the proper stage for introducing the teach­ by better teachers, may prove a ing of the second language should be class stronger base for introducing diversi­ III of our elementary schools, in view of fication of courses. our recommendation which incomes later (c) Our Constitution envisages that free that the teaching of English has to be and compulsory elementary educa­ introduced from class IV. The structure tion would be imparted up to class of syllabi, which we are going to suggest, VIII. The State has not been able has been framed with a view to faithfully to fulfil this obligation, but the day implementing the three-language formula. it is able to extend universal, free and compulsory education up to Classical language and extra subject class VIII the present syllabus of class VIII may not stand it. Hence 9. At present a student is required to it is high time that we recast our study a classical language (either Sanskrit, syllabus to remove these disadvan­ Arabic or Persian), in classes VIII and IX, tages. as a compulsory subject. At the elemen­ tary stage, there is no provision for the 7. With this end in view, we recom­ teaching of classical languages, although mend that the syllabus of class VIH Sanskrit is taught as a second Indian 7 E !ln .-.3 language to students whose mother-tongue from any of the above groups irres­ is Hindi. At the secondary and higher pective of whether or not he has cho­ secondary stages (Classes X & X I atnd Clas­ sen his other options from that ses IX special, X special and X I special), particular group.” a student who has elected humanities and social sciences as his elective gro>up may This is a remarkably progressive offer a classical language as one of his three recommendation. If it is not possible to optional subjects. If he intends to offer allow a student to offer one additional an extra subject, he may offer any of the subject from any of the elective groups, subjects under that elective grou]p which it should at least be possible to allow him has not offered as his three optionea-l papers. a subject from such elective group or All students, who have not elected a clas­ groups which the school has among its sical language as one of their optional pa­ offerings. This provision will bring the pers, whatever their elective groiup, may study of classical language to its proper offer only a classical language a-s their place, that is a student, who has chosen extra tenth paper. Any marks secured by humanities and social sciences as his a student beyond the pass marks fixed elective group, may offer a classical for the additional tenth paper is added to language as one of his three optional his aggregate. This provision refsults in papers or as his extra elective subject or rather unusual combinations of subjects, a student, who has chosen another elective because if a student fails in any of his group, may offer it as his optional extra three optional papers and passes in the elective subject ; but there should be no extra tenth paper, the marks of the element of compulsion by the school in the subject of failure are interchanged with election of an additional subject by the the marks of the extra tenth paper. students. Very often students pass the examinations with the following combinations : —physics, 11. Since the study of the classical chemistry and sanskrit ; or physicsi, persian language has certain unde iable advantages and mathematics ; or arabic, chemistry each classical language being the source and biology : or elements of commerce, of a number of modern languages, we are sanskrit and book-keeping or shorthand of the opinion that a three-year integrated and typwriting. There may be scores course in classical languages may be given of such combinations. There appears to during classes VI to VIII. A student may be over-emphasis in the matter of teaching be required to study a classical language classical languages. A student must be of his choice during these classes and from free to elect the extra paper according to class IX its study may be made optional. his choice. The new structure of syllabus seeks to remove this handicap. A candidate Position of English in the school curriculum who has offered natural sciences as his elective group, may now offer such combi­ 12. With the advent of independence nation as physics, chemistry, advanced in the country, feeling ran high against mathematics and extra biology, so that the teaching of English from class IV of he may prepare himself both for tlie study our elementary schools. After a great deal of medical science or engineering. Simi­ of thinking, the State department of edu­ larly, students can offer such combinations cation decided to abolish the teaching of which may give them better opportunity English in the elementary grades. From to cover different areas of their elective January, 1947, the teaching of English in fields and thus may be in a position to classes IV and V was abolished. Similarly, acquire better job skills or to procure teaching of English in classes VI and VII wider opportunities for themselves in the was abolished from January 1948 and field of higher education. January 1949 respectively. However, English continued to be taught in class 10. In this connection, mention may also VIII to XI. Gradually it came to be realised be made of the recommendation of the that the teaching of English was of great Secondary Education Commission, para­ importance in our educational system graph ‘E’ of the suggested curriculum The abolition of English from the lower under chapter VI. classes naturally resulted in lowering the “ Besides the above, a student may take standard of English. It was felt that when at his option one additional subject books on sceince, medicine and technology and even in other foundations of knowledge enough in setting up an institute of were in English, we were doing less than English, for training and re-training Eng­ justice to our youths by debarring them lish teachers, in 1962. For the proper from new vistas of knowledge and learning functioning of the institute of English in which the English language was capable Bihar, we are of the opinion that it should of providing. Gradually it came to be be adequately staffed. The institute realised by people and educationists all should have the services of a consultant over India that the wide gates of English and a whole-time director as early as must be flung open to admit the latest practicable and the national emergency developments in the various fields of edu­ need not stand in the way. cation and to keep ourselves abreast of the recent researches and developments in 14. The huge flock of admission seekers the fields of technology and sciences. in the Anglo-Indian schools and other India has an important role to play in English medium schools shows conclusively the international field. If we have to the popularity that the English medium successfully communicate with the nations schools have gained during these years of the world we must master at least one amongst middle-class people in spite of high international language and no one can deny tuition fees. The presence of a number of the pride of place English has as an private elementary schools and pseudo- international language. It will not be pubhc schools in the larger towns of this prudent to allow the advantages, that the State, which charge exorbitantly high fees knowledge of English has bestowed upon in the name of running English medium us to slip out of our hands. While classes or teaching English in the infant there should be great emphasis on the classes, is a pointer to the fact that Eng­ development, spread and teaching of the lish medium classes and the study of national language (Hindi) and other English in the lower standards are in regional languages, window opening on the increasing demand and that the State world of knowledge showld not be closed. department of education must also extend The re-introduction of English in classes VI the facility of getting education through and VII from January 1959 gave evidence the medium of English to those who so of the fact that we were sincere in the desire. task of bringing about educational recons­ truction in the country. 15. We recommend that Government higher secondary multi-purpose school at 13. This experiment, however, has been each divisional or district headquarters very instructive. We are now in a better and residential school, Netarhat, should position to assess the importance of English have parallel English-medium classes by in our school curriculum. Universities way of experiment and further steps in complained that the school graduates did this direction may be taken after watching not have a fair standard of English which the experiment for two years. Similarly, hampered their progress of studies in non­ selected non-Government higher secondary language subjects as well as in English. schools or even high schools may be People complained that our university given this option in each division or graduates do not fare well in the all- district. India Competitive Examination and also in services and careers where English was 16. In these very schools, provision still in use. Our university graduates felt should be made for teaching of English mostly handicapped in the realm of spoken literature, one paper, as part of group (A) English. Quite a number of States in our (humanities and social sciences). This will country have been wise and progressive also serve as an experiment and it may be enough to re-introduce the study of English extended to other schools in future. either from class III or class IV. It is high time that we also re-introduced Eng­ 17. We shall discuss the methods of lish teaching from class IV. The question teaching English later. Here we just note of the wherewithal and the paucity of that we should adopt to the structural qualified staff should not be allowed to approach to the teaching of English. Our stand in the way of the re-introduction teachers should know what sort of English o f the study of English in classes IV andV. to teach, how to bring about balance in The State Government has been farsighted written and oral work, what sort and how much of English grammar to teach, how curriiculum ring. The current syllabus for to drill the students in right intonation, classics VIII and IX includes physical and how|.to get mastery over structural trainiing and proper share has been given words and content words. English teachers to iit in the school time-table. The and learners of English should know that integrated syllabus for elementary schools the content words represent the things, also puts due emphasis on physical training acts or qualities which we talk about, and and games. There is, however, no exami­ the structural words are those which we nation in this subject. The State depart­ talk with. The structural words help us ment has issued instructions to the secondary in building up statements, questions or and higher secondary schools about the commands. Young learners cannot acquire appointment of a physical instructor, a the skill of speaking and writing correct gradiuate holding a diploma in physical English easily, unless the right type of education, but hardly 200 schools in the teaching method is adopted. Static have a physical instructor on their staff. The department re-imburses the 18. The question is where to get teachers schools, that have appointed physical qualified to handle the courses of study and instructors, at the rate of Rs. 50 a month the inquisitive learners. We have already per instructor towards meeting the cost referred to the institute of English. The of salary. Besides this, a non-recurring facilities for training or retraining of grant of Rs. 500 is given to each school, teachers in the structural approach to the app(ointing a physical instructor for the teaching of English, now available in it, first- time, for the purpose of purchasing should be put to maximum utilisation with necessary tools and equipments relating a view to ensuring that at least one teacher to physical training, games and sports. in teachers training school and in each In spite of this encouragement, there has Government or non-Government secondary beein very slow progress in this field. It school gets trained there. This would help has been seen that a part of the amount to promote the teaching of English on right a)lo>tted for this purpose in the State lines at every stage. budget has lapsed during the past five yeajs, there being dearth of schools 19. The revised syllabi of English quai/lifying for the’grant. methods for the teachers’ training schools and teachers training colleges have been 21. As early as in May 1955, the State framed with a view to preparing the right (iep)artment of education passed orders type of English teachers for our elementary requiring each secondary school to treat and secondary schools. Hence we recom­ the? physical instructors, that is graduates mend that (a) Government notification holding diploma in physical education 110. 2924 dated 4th September 1960 laying equiivalent to the trained graduates (that down a revised syllabus of English methods is ^graduates holding diploma in education) for the teachers training schools be fully in respect of emoluments. In Government enforced in all its details so that the high schools, the post of physical ins- intermediate and matriculate teachers tractors were upgraded to the lower under training may get adequately trained d.iwision of the subordinate educational to teach English in elementary schools seFvice. But in spite of this impetus the according to modem methods ; and (&) sclheme has not made much headway. Government notification no, 2925-E, dated Afc present physical training (including 4th September 1960 laying down a revised ga.mes and sports) is a part of co-curri- syllabus of English methods for the teachers’ cular activities in the secondary and higher training colleges be fully enforced in all se(Condary schools. We are of the opinion its details so that the graduate teachers tkat the schools should be required to under training may get adequately trained ap>point physical instructors very soon to teach Englsh in secondary schools anid the existing facilities for training of according to modern methods. physical education teachers, as obtaining ini the Government College of Health and Physical education and, military science P'hysical Education, Patna, should be expanded by increasing the number of 20. During pre-independent India, physi­ seats, so that the required number of cal education or training occupied extra­ plhysical instructors may be available for curricular berth, but now it is within the appointment in a couple of years. What our students of secondary schools need Students electing natural sciences, agri­ today is not only physical training, culture and elementary engineering groups exercises or mass drill given in a leisurely have to study elementary mathematics, way, but they need good .grounding whereas those not offering natural science, in physical education, which may give agriculture, and elementary engineering them a good knowledge about human groups have to study everyday science. physiology, nutrition and dietary, and General science is a compulsory subject good health habits apart from diversified in classes I to VII, but the syllabus of physical training. The violation of our classes VIII and IX, which is a diversified national boundary by the Chinese is a one, does not make any provision for sujfficient indication of trying time that teaching general or everyday science to we are going to have. Prudence demands the students, who offer fine arts and that we should always be strong, armed commercial groups. Students offering the and vigilant to defend the integrity and humanities group may or may not offer sovereignty of our country. The trouble it, as it is one of the several subjects that has arisen along our borders has included in this group. Apart from a its genesis in divergent political philosophy common core programme, each candidate quite opposed to ours, and the struggle is required to offer three optional papers, for the supremacy of our democratic but from only one optional group. Amongst system is going to be a long drawn one. the optional groups, humanities and social There is no doubt that the country has sciences, natural sciences, elementary risen to the occasion, but what is required engineering and agriculture are common, is a long range preparation and sustained elective groups in the syllabi for secondary effort that will keep us physically strong, and higher secondary school examinations, mentally alert, militarily powerful and whereas arts and crafts, education and morally at a very high plane. Our boys social welfare, commercial and secretariat and girls must be healthy persons able to training, public health and first aid, and undertake hazardous roles in the defence home management are the other elective of our frontiers. It is with this end in groups in the secondary school syllabus view that we recommend the adoption and fine arts or crafts, commerce, and of physical education and military science home science are the remaining optional as a compulsory subject of study for all groups in the higher secondary school our able-bodied boys and girls in classes syllabus. While we recommend that this X and XI. Courses in military science State should stick to the diversified should consist of instruction in military courses, the curriculum of the high school drill, tactics, field intelligence, map should be made identical with that of reading, compass reading and allied subjects the higher secondary school up to the related to elementary military science. highest class of the high school. This The study of this subject will facilitate would mean that there should be only the study of military science in the degree one syllabus, i.e., the higher secondary course, if a student chooses to offer it. syllabus, comprising three parts (all the This subject should have both theoretical three parts to be used in higher secondary and practical parts of examination and schools) of which first and second only should carry in all 50 marks. The syllabus should be taught in classes X and XI of for this subject should be framed speedily high schools. For the benefit of the in consultation with the experts on physical secondary school graduates who may like education and military science. to join the X llth class of the higher secondary school, instead of joining the The structure of the present secondary and pre-university class, the syllabus of class higher secondary syllabi and tJieir short­ X II may be framed in such a way as comings. to make it identical with the syllabus of the pre-university class, but care should 22. The secondary as well as the be taken to maintain harmonious sequence higher secondary syllabi consiist of a and continuity in the subject-matter field common core programme and a number in each subject area. of elective groups. The common core 23. We recommend that there should programme consists of modern Indian be only the following eight optional language and literature, English language groups in the syllabus as detailed in and composition, social studies and every­ Appendix J : - day science' or elementary mathematics. (1) Humanities and social sciences. (2) Natural sciences. forties of the current century, post basic schools caime into existence. In the post- (3) Fine Arts. basic syllabus, craft had a very prominent (4) Crafts. place. The working of the post-basic (5) Commerce. syllabus did not give us a very happy (6) Agriculture. experience. In the beginning, the products of post-basic schools turned out to be (7) Elementary Engineering. good at craft, but deficient in the academic (8) Home science. field. Later, the students of post-basic schools preferred preparing for the secon­ Apart from this, everyday science and dary school examination rather than elementary mathematics should be redesig­ completing the post-basic course. This nated as general science and mathematics trend amongst the students led to the respectively. Their syllabi should be conversion or upgrading of post-basic enriched and made more broad-based. schools into secondary or multi-purpose Students appearing at the secondary higher secondary schools. Nor has the school examination as private candidates working o*f the secondary school syllabus are at present allowed to offer elementary apropos craft given us a happy result. physiology and hygiene in lieu of everyday The arrangement made by secondary science or elementary mathematics. We schools towards craft teaching, either are of the opinion that this arrangement from the point of providing qualified should be allowed to continue. teachers or equipments cannot be described as adequate. What is the use of making Position of craft teaching in the curriculum a subject compulsory, unless we provid facilities for its teaching ? We have long 24. The integrated syllabus for elemen­experimented with the idea of engendering tary schools in Bihar, which is now in respect for manual labour or giving a force in all primary, middle, basic, and somewhat vocational bias to the students. high schools having elementary classes, We vindicate the stand taken by the has alternative crafts as a required subject State Department of Education in regard of study. The current syllabus for classes to non-inclusion of craft amongst the VIII and IX also has craft as a compul­ core subje-cts. If a student is interested sory subject of study. Students preparing in the study of craft or if he wants to for secondary school examination have learn a craft for earning his livelihood, compulsorily to study one of the crafts, he may elect the craft-group as the area as a part of social studies paper. Besides of his specialised study. We do not this, there are different crafts in the want to increase the load of the curriculum elective group C : Art and Crafts, such as by adding such subjects which may not weaving and spinning, wood work including be of interest to all students at the sub­ cabinet making, pottery, printing and sequent stage. The dimension of curri­ dyeing, metal work, stone work, leather culum is increasing day by day and the craft and tailoring. In the courses of content-field is being watered down by study for the higher secondary school the inclusion of newer substances. The examination we do not have craft as a scope and dimension of craft-teaching as compulsory subject of study. However, an independent elective group and as crafts form a separate elective group, an item of the core subjects group are alternative to elective group C ; Fine bound to vary. We prefer the former to Arts. It may be worthwhile to mention the latter, because we feel that the study here that the Secondary Education Com­ of craft or any other vocational subject mission recommended inclusion of craft should give adequate saleable skill to the among the core subjects so that all students and we expect our multi-purpose students may be required to study and schools to strive towards this end. learn a craft. The State Department of Education had its own justification for 25. With this end in view, we recom­ its non-inclusion as a compulsory subject mend that the present arrangement of of study in the higher secondary curri­ teaching craft-work should continue up to culum. At the elementary stage of edu­ class IX so far as boys are concerned. cation, experiments were made in the We do not favour the study of craft tvork teaching of craft in different types of by the girls in classess VIII and IX. We schools. During the last part of the feel that girls should have a better alternative. We are of the opinion that been increasing demand about restoration the study of domestic science, music and of history and geography as clear entities art (drawing) will be more beneficial to in our school curriculum. Being aware the girls than the study of a craft. The of this demand and realising the impor­ study of music and arts (drawing) will tance of the study of citizenship and create a base for the study of fine arts development of closer contacts with the as an elective area, whereas the study of current problems by the students, we domestic science will vouchsafe the minimum recommend that social studies should domestic skill to the girls as well as generally consist of history, geography provide a base for the advanced study of and citizenship each carrying 50 marks in home science as a specialised area of classes VIII and IX, and also in classes study. We recommend that the boys X and XI. History and geography should should study craft including art (drawing) constitute one examination paper from instead of studying craft only. In class class VIII to class XI. Citizenship carrying VIII, the above noted alternative combi­ 50 marks should be a separate paper in nations should be taught as an independent class VIII. And in class IX, it should paper. In class IX, this paper should combine with craft including art for boys, be merged with citizenship paper in the and domestic science including music and social studies group. A look at the art for girls to form one paper. In classes structures of syllabus proposed for classes X and X I of high and higher secondary VIII and IX will make our point clear. schools, the syllabus for citizenship should have civics, elementary economics and Social Studies current affairs, etc. Students electing humanities and social sciences as their 26. Our syllabi, right from the elemen­ elective group of study from class IX tary up to the higher secondary stages onwards and offering history and geography have social studies as a compulsory as optional subjects should be required to subject of study, because we firmly believe study advanced courses in these subjects in the democratic set-up of life and want to avoid, repetition of the subject contents that our children should have a good included in the social studies group. The grounding in the art of citizenry. We want study of civics, elementary economics that these citizens of the future should and current affairs under the head citizen­ not only develop the capacity to adjust ship will help develop better understanding in the society, but also help develop the of the ^current issues dominating the community institutions, exercise their national and international scenes. discretion in a prudent manner, under­ stand the roles they have to play in the growth of our democracy, stand firm under 28. Having discussed the salient trying conditions and come to have a features of the present and proposed better understanding of national and syllabi of classes VIII to XI, we have now world problems. Social studies should to point out the excessive curricular not be a conglomeration of disjointed and examination load on the higher units, but it should have harmonious secondary students. An analysis of the relationship between its component parts, present higher secondary school examina­ parts which deal with our environment, tion will reveal that a student who takes culture and current problems. As the it is required to answer questions on child grows to be an adult and passes subjects and areas covered by him during from elementary to the secondary or his three years’ study. This turns out higher secondary stage, he should be to be a very heavy load. On the other- exposed to the regional, national and hand a student, who takes the secondary inter-national scenes. examination after successful completion of the secondary school course and joins 27, Let us now turn to the actual the pre-university class, has to study shortcomings that are being pointed out modern Indian language and literature, by the educationists and people in general. English, and the three optional subjects The critics say, and they are right in only and take the pre-university examina­ saying so, that the present syllabus of tion in the contents covered during only social studies is greatly responsible for one academic session. His counterpart our students’ lack of knowledge in the in the higher secondary school has to field of history and geography. There has carry the additional load of subjects like social studies, everyday science or elemein- optional subjects will help him a great tary mathematics, besides maintaining deal. Specially, this arrangement will be records of assessment up to class X I extremely helpful for students for whom special. If this system, which creates higher secondary education is going to be imbalances between the higher secondaa'y a terminal point. We know that higher school and pre-university examinations, secondary education can not be a terminal is allowed to continue, with the additi

32. The syllabi of the pre-university 4. General Science I to V II Ditto. class and the higher secondary schools 6. Fine Arts (nausic,draw- I to V II Ditto. (3rd part) being similar, there should be ing and painting). only one examination body for both so 6. Physical training and I to VII Ditto. that uniformity of standards may be games. maintained. 7. Crafts I to V II Ditto.

8. One second Indian IV to V II III to V II 33. It is now time that we present a language or Hindi. comparative picture of the existing as well as the proposed syllabi. The first column, 9. English V I to V II IV to V II in the comparative charts, indicates the 10. Classics V I to V II

(b) CLASSES VIII AND IX

As at present. Modification proposed.

Class VIII (general education only). Class I X (exploratory class).

Marks. Marks.

1. Modern Indian language (a) Mother-tongue, one paper 100 To continue .. 100 (6) One second Indian lan­ 100 To continue . . 100 guage or Hindi, one paper.

2. Classics .. To continue (continuation 60 course). 3. English .. To continue 200 To continue .. 200 4. Physical training To continue To continue

5. Craft-work Craft including art (drawing) 100 Section item 0(6) below .. for boys/domestic science, music and art (drawing) for girls.

6. Social studies Social studies : (а) History and Geography.. 100 (o) To continue 100

(б) Citizenship 50 (b) Citizenship and craft 100 including art for boys/ citizenship including domestic science, music and art for girls.

7. Mathematics To continue 100 General science for those 100 not offering natural sciences^ agriculture and elementary Engineering groups/matho- matics for those offering natural sciences, agriculture and elementary engineering groups. 7 Edii.— 7 (6) CLASSES VIII & \X.— concld.

As afe present. Modification proposed. Class V III—-concld. Class IX —-concld. Marks. Marks. 8. Three electives from Oeneral science 100 Three electives from any of 300 any of the five groups/ the following groups :—■ natural sciences, Humanities and social humanities and social sciences, natural sciences, sciences, fine arts, fine arts, crafts, agriculture, commerce and tech­ commerce, elementary nical. engineering and home science.

Total 900 Total 1,000

Extra elective .. 100

(c) CLASSES X AND XI.

As at present. Marks. Modification proposed. ‘ Marks.

1. Modern Indian language :

(o) Paper I, the national language (Hindi) 100 1. (a) The national language or one second 100 Indian language. (b) Papot II, Ufceratuce 0 f mother-ton^ue 100 (6) To continue 100 2. English language and composition, two 200 2. To continue 200 papers.

3. Social studies— 3. Social studies—

(History and civics (oae paper) 100 (a) History and geography. 100 (6) Citizenship (civics, elementary 50 economics and current affairs, etc.).

4, Everyday science for those not offering 100 4. To continue — natural sciences and elementary General science for those not offering 100 engineering groups/elementari' mathema­ natural sciences, agriculture and tics for those offering natural sciences elementary engineering groups/ and elementary engineering groups/ mathematics for those offering elementary physiology and hygiene for natural sciences, elementary physio­ private candidates. logy and hygiene for private candi­ dates. 6. Three subjects from one of the following 300 5. Three subjects from any of the following 300 elective groups humanities and social elective groups:—'humanities and social sciences, natural sciences, arts and sciences, natural sciences, fine arts, crafts, education and social welfare, crafts, commerce, agriculture, commercial and secretarial training, —•— elementary engineering and home agriculture and allied subjects, public 900 science. health and first aid, home management.

6. Military sci€ ice including physical 50 education (theory 30 and practical 20).

Total 1,000

On9 extra subject (classical language) 100 7. One extra elective 100 (d) CLASSES X AND XI AND CLASS XII Classes X and XI. Class XII

Class I X (spl.) to (X I spl.)

As at present. Modification proposed.

I. Modem Indian language : Marks Marks Marks.

(a) Paper I (the national 100 I. (a) The national lan­ 100 1. (a) Only national language—Hindi). guage (Hindi) or language to one second Indian continue— ques­ language. tion of exami­ nation left open.

(6) Paper II, literature of 100 (6) To continue 100 (6) To continue 100 the mother-tongue.

2. English language and 200 2. To continue 200 2. To continue 200 composition, two papers.

3. Social studies, one paper 100 3. Social studies :

(o) History and 100 geography.

(6) Citizenship (civics, 60 elementary eco­ nomics and current affairs, etc.).

4. Everyday science for 100 4, General science for 100 those not offering those not offering natural science, agrictil- natural science, ture and elementary agriculture and engineering groups/ elementary enginee­ elementary mathema­ ring groups/ mathe­ tics for those offering matics for those natural sciences, agri­ offering natural culture, elementary sciences, agricul­ engineering groups. ture and elemen­ tary engineering groups.

6. Three subjects from any 300 5. To continue . . 300 5. To continue 300 of the following elec­ tive groups: - Humanities and social sciences, natural sciences, commerce, agriculture, fine arts or crafts, elementary engineering and home science.

6. Military science in­ 50 cluding physical education.

Total 900 Total 1,000 Total 600

Extra subjects : 7. Extra elective if a 100 7. To continue for 100 (o) Classical language .. 100 student wishes to those who offer. offer.

(e) Thelie should be provision for the teaching of the national language (Hindi) in cIeiss X I I also. The question of examination in the paper may be left open. 34. It would be worthwhile to mention 36. To accelerate the pace of upgrading here that the present syllabus for class VIII hiigh schools into higher secondary schools has to be redrafted, reallocated, enriched aind to ensure the utmost economy in and broad-based. In view of the fact that dloing so, we have already recommended the integrated syllabus (for elementary tfchat the secondary and higher secondary schools in Bihar) of class VII has been S3yllabi should be made identical, the higher enforced with effect from January 1963, secondary school examination should be much of the areas at present included in staggered and there should be one exami- the syllabus for class VIII, in the mation body to examine the students of core subjects, has been staggered and g)re-university classes and higher secondary included in the syllabus for class VII, schools. We further recommend that for hence, there is the immediate necessity of tthe successful implementation of the new recasting and reallocating the subject- syllabus, the high schools may be required matter field in each area of study at the Ito procure certain additional equipments higher secondary stage curriculum may ;and to appoint a few teachers holding judiciously be staggered to class IX, so ihonours’ or master’s diploma to qualify for that there may be a well-balanced sequence^ iteaching at the higher secondary level. in the syllabi for classes VIII and IX 'This special diploma of one academic vis-a-vis syllabus for higher secondary session should cover thorough and latest classes. knowledge of the newer contents of the higher secondary syllabus and should, at 35. The instructional programme in the same time, correspond in standard to class VIII should essentially be a required the honours’ degree or the fifth year post­ programme for all pupils ; electives should graduate course in the subject as far as begin in class IX. In class IX, the curri­ practicable. culum should provide for the usual seqYieiitial elective programme as well as 37. The diploma mentioned above the continuation of the required courses in should be instituted immediately in all the general education. With this end in view, universities of this State. The post-graduate the curriculum of class IX will serve to diploma course may be instituted in explore the aptitude and talent of pupils . Enghsh, economics, history, philosophy, Change over from one elective group to psychology, political science, mathematics, the other need be permitted imtil the geography, physics, chemistry, botany, pupil has solved the problem of locating zoology and physiology and such other the exact stream best suited for himself. subjects in which there may be dearth of To facilitate this change over from one qualified teachers. It may be noted that elective group to the other, courses o»f the Vice-Chancellors of the Patna Univer­ elective subjects may be broken into threie sity and Magadh University very much to four units, each to be covered in & appreciated this scheme and assured us period of three to four months. After the that they would render fullest co-operation completion of each unit, students should to the department in this matter. This one be required to take the test with a view year post-graduate diploma examination to helping the teachers and school coun­ has already been instituted by the Utkal sellor /teacher-consellor to judge whether University. the students have elected the proper elective group. If the test-scores suggest 38. Arrangement should also be made that some of the students do not fit in to train the graduate teachers through the stream, they may be allowed to change six-week short course in subject-contents over to a suitable stream. By the time such so that they may be able to handle the students join the other stream, students new syllabus properly. This course may be who had earlier elected it shaU have run at the district headquarters round the covered a considerable part of the curri­ year, during the evening, with the co­ culum-content in that elective area ; operation of local colleges. Besides this, hence, for the benefit of the former, summer courses may be organised for arrangement may be made for additional rural area teachers through the?agency of coaching so that they may be able to the teachers’ colleges and universities. complete the course ^ Given the proper guidance, it is expected that students 39. Other consequential changes in the shall be able to select the right elective set-up (modification of the cost ofupgrad group best suited for themselves. ing, necessary relaxation of conditions for recognition of schools, transfers, permission departments in their respective j&elds. The to private candidates to take the higher courses of studies for agriculture, home secondary examination, etc., etc.) may be science, elementary engineering and even worked out immediately. In the course of commerce need be split into more papers ; our enquiry, we came to learn that although or reinforced by the addition of another a number of subject-teachers have been paper comprising newer contents, so as appointed in government as well as non­ to make them rationalised and enable the government higher secondary or multi­ student to offer extra elective from his purpose schools, in a good number of elective group. The present courses of them the services of such subject-teachers study for agriculture has only two theore­ are not properly utilised by the heads of tical and one practical papers. There is schools. In teaching some of the subjects, room for adding one more paper in this ordinary graduates get preference over the group. Similar is the case in the courses of holders of honour’s or master’s degree for study for commerce which does not allow considerations other than academic. This a student to study shorthand and type­ cannot be regarded as a healthy sign and writing, if he has elected book-keeping. the authorities should ensure fair treat­ We cannot afford to make the study of ment to the subject-teachers in the allot­ shorthand and typewriting optional. This ment of classes. should be rather a required course for all students offering commerce as their elective Rationalisation of syllabi, agriculture, tech­ group with a view to giving a more prac­ nical, home science. tical value to the study of this stream. A student who may like to have an extra 40. Answers to our questionnaire elective subject out of this group, may be received from the higher secondary schools, allowed to offer book-keeping. The courses educational authorities and eminent educa­ of study for home science should be tionists were replete with suggestions for similaily reinforced and rationalised , so bringing about improvement in the contents as to enable a student to offer an extra of higher secondary syllabus for agricul­ elective paper from this group. Efforts ture and elementary engineering. The should be made to give a practical bias to general complaint is that the contents of the nursing education wherever feasible. syllabus are not adequate for enabling Students should be offered an opportunity students for entering institutions of higher to get first hand experience of nursing in learning in these fields ; nor are they hospitals. capable of providing marketable skill. The teaching of elementary engineering has not Inclusion of handmade paper industry as a been introduced in more than three schools subject of study in the elective group- in this State, while the teaching of agri­ crafts, culture has been introduced in about a score of schools. Never was there a 41. The committee was specially re­ greater need for introducing these two quested by the department to consider the streams effectively in our schools, as it is feasibility of including handmade paper today in view of the national emergency. industry as a subject of study in the The courses of studies for these two streams school curriculum. The question has been as well as for home science should be pre­ examined and it has been found that the pared with a broader perspective, so as to inclusion of this subject in the higher make these streams a good terminal point secondary curriculum in the elective group- for those who do not want to prosecute crafts will be useful. We understand that higher studies and wish to enter life the handmade paper research institute, situations or procure jobs in the market, Poona (Maharastra), runs two courses : and provide a sound academic and tech­ the higher course and the operative nical base for those who intend to pursue course. The minimum qualification for their studies by joining institutions of entrance in this institute is a B. Sc. higher learning. Unless the latter avenue degree (with Chemistry) for the is opened, these three streams will remain former and Matric or S S. L. C. unpopular and prove to be dumping (with natural sciences) for the latter. grounds for students having lesser academic Both the courses are completed in a capabilities. The department may be well- period of eighteen months. Candidates advised to seek the co-operation of agri­ selected for the higher course and th© culture, industries, labour and health operative course receive a monthly stipend of Rs. 75 and Rs. 50 respecti­ utility must be eliminated from the curri­ vely from the Khadi and Village Indus- culum so that the students may be relieved ries Commission. This State is entitled of its dead-weight. The curriculum must to nominate one candidate for each course. serve the needs of the bright, average and Selection and nomination is made by the slow-learning children. Often it happens Bihar State Khadi and Village Industries that a curriculum is heavy for the slow- Board, Soaring Road, Patna, which we learners, while it does not throw sufficient understand, if requested, may nominate challenge to the brighter children. At the candidates selected by the department the same time, it fails to motivate the for the purpose of training at Poona. We average learners. Curriculum making or understand that the Bihar State Khadi curriculum construction requires adroit and Village Industries Board has qualified skill and imaginative instructional leader­ hands who may be spared or deputed for ship. organising the course in handmade paper in one or two of our multi-purpose schools. 43. In order to produce a living curri­ We have examined the scope and dimen­ culum, we recommend that every year sion of this subject and are of opinion that after the publication of the results of the this may be included as a full-fledged secondary and higher secondary examina­ vocational subject in the crafts group of tions, a seminar of three to five days our curriculum. We understand that some should be organised at the State level to of the southern states of the country have review the syllabi and to suggest improve­ included this subject as a craft in the core ments in the light of experience. To this subject area. We recommend a better seminar, not more than three teachers status for this subject in our curriculum. including headmasters, one from a Govern­ A syllabus for the subject should be pre­ ment school and two from non-Govern- pared in consultation with the technical ment schools, from every district should persons of the Bihar State Khadi aiid be invited. The invitees should collec­ Village Industries Board. For convenience, tively or roundly be representative of all a syllabus prescribed by the State depart­ academic subject and other interest groups ment of education, Maharashtra, has been in secondary education. The director of obtained and will be made available to public instruction should preside over the the department. A school graduate, who seminar. Experts on evaluation and exami­ has specialised in this industry, may start nation research and text-book research, his own industry and may get a loan and available in the department, should assist. non-refundable grant amounting approxi­ University interests should also be repre­ mately to Rs. 9,000 in total from the Bihar sented. The Director may invite other State Khadi and Village Industries Board. educational administrators, such as, from The sale-proceeds of the product may furnish the teachers’ colleges, the directorate, the a handsome margin or profit for his inspectorate, etc., to participate. The sustenance or he may procure employment recommendations of the seminar should under the Khadi and Village Industries form the basis for the annual curricular Commission or may be employed as a reform. The recommendations should be teacher in an elementary school to teach considered by the education department this craft or may get higher training in along with the comments or other sugges­ this field and secure employment in multi­ tions of the relevant courses committees. purpose schools. It came to our knowledge that papier-mache may be easily combined 44. Courses committees for high schools with this craft. and higher secondary schools should be the same as the syllabi for both are going Contents or workload of the secondary {in­ to be the same. Since higher secondary cluding higher secondary) school syllabus- education means the expansion of the pattern and quality of the courses com­ dimension of secondary education in various mittees. directions, each courses committee should have the necessary competence, quality, 42. Any good curriculum, intended to and experience. A committee of seven is serve the need of the age, must be revised visualised for every subject : {a) three continuously so that the dead-wood may actual practising subjeot-teacher# from be excluded and fresh living contents schools who may have high qualification included in it. A subject or a part of the and specialised knowledge in the subject^ subject-content which has outlived its to be nominated by the president, boar^ of secondarj^ education, (b) two university 46. The virus of indiscipline spread on teachers in the subject, one to be nomina- a large scale during the British regime in nated by the Patna University in each this country. Students were taught to case and the other to be nominated by flout orders and throw challanges to the the other universities of the State by an authorities. Now that the Britishers have arrangement, and (c) two nominees of the gone and foreign rule is over, the virus State Government who will ordinarily be still lingers and is eating into the vitals of the technical heads of the institutions, our educational system. A section of poli­ such as, the engineering college, the ticians and certain political organisations medical college, the science college or the are still in a way responsible for foment­ veterinary college, etc., in which the ing acts of indiscipline. An act of indiscip­ products of high and higher secondary line or misbehaviour by a student or a schools seek admission, or other experts. group of students outside the school In some cases the Government nominees premises against any authority or institu­ may be the experts of such institutions as tions is defended and supported by their the school graduates join for obtaining patrons. There is also lack of good teachers diploma enabling them to take up employ­ in our schools. Indifferent teachers and ment. Each courses committee may be lack of good instructional methods and authorised to co-opt one or two experts, materials are also responsible for this in­ if necessary. discipline . A student who does not get good guidance from his teacher or coun­ sellor, a student who is not motivated in Discipline in schools his studies, a student who indulges in minor acts of indiscipline and does not 45. In recent years discipline has have to face remedial measures may not received a major set-back. No reform in be discouraged from indulgence into acts of education and no effort towards educational indiscipline. Efforts should be made by TecoiistiYLction is woTth the name until it tlie class-room teaehers to motivate the restores discipline. Every day we hear the students in their studies. If a case of in­ news of growing indiscipline among the discipline is referred to or comes within students. We hear of students travelling the knowledge of the head of the insti­ without ticket in upper class compartments tution or the class-room teachers, remedial of railway trains. Often there are scuffles measures should be taken at once. The between the students and travelling ticket class-room teacher or the school-counsellor examiners or between students and bus must take the student into confidence, conductors regarding payment of fare. must look into the causes—educational, Often brickbats are hurled and innocent psychological, emotional or socio-economic, people injured. In examination halls, the and try to apply remedial measures so percentage of students using unfair means that the student may be brought back to is on the increase. They are now aided in the right track. A day scholar who comes this malpractice through a hearing-aid to the school by railway train or by (loud-speakers). Indisciplined students public bus must be required to obtain a challenge the authority of their teachers. monthly or a sessional ticket through the What is the reason for all this ? Are the school and regularly to keep an identity- students only to blame ? Who has put card in his possession. The community and them on the wrong track ? What is the political organisations should keep away responsibility of the homes from which from the internal affairs of the school. they come ? How far are the teachers Voluntary public welfare organisations themselves responsible for it ? How far should render help in creating a sense of res­ are extra academic agencies responsible for ponsibility among the students by rousing the present state of affairs ? What is the their sense of social service. The teaching role of instructional methods and coun­ staff should not indulge in group rivalries. selling system vis-a-vis the promotion of Sometimes teachers create informal organi­ discipline ? What would be the role of sations in the school and promote group physical education, games and sports rivalry among the teachers and indiscipline towards promoting discipline ? What part among the students. Efforts should be can religious and moral instruction play ? made to develop parent-teacher contacts These are the questions which have to be and all cases of indiscipline in the school answered if we are to find out the causes or outside the school should be reported of indiscipline and its cure. to the parents. It should be impressed upon the latter that they should take care curative. But cases relating to acts of of their wards and co-operate with the indiscipline being reported from play school in their proper development. fields are not uncommon. Games and sports can promote co-operation and understand­ Religious and moral instructions in ing provided partisan feelings are avoided. schools. These are good media of character training. 47. Imparting of moral instruction may Games and sports—indoor and outdoor— render some help in eradicating the evil should invariably be organised in all of indiscipline among the students. It is schools and the department should extend in this context that we discuss the question facility in respect of acquisition of land of imparting religious and moral instruc­ for play-fields. Participation in games and tions in our institutions. Our exj>erience in sports should be required activities in the past has not been happy in this field. schools and all students who are physically We are of the opinion that nothing should fit' must actively participate in them. be taught in educational institutions which . In case of day scholars attending conflicts with the religious convictions and the school from a longer distance, sports beliefs of individuals. We are not in favour equipments should be distributed among of imparting religious instructions in schools. them, if their number be adequate to However, we recommend some sort of organise a game and if facilities of playing- moral instruction to students. At the fields be available in the localities from elementary stage, simple and interesting where they come. The physical instructor stories about the lives and teachings of should make it a point to visit such sports prophets and saints should be included in centres organised by students and make a the syllabus for language teaching. The report on the sporting activities of such teacher may relate interesting stories from students to his head teacher or principal. the great religions of the world and explain broadly their ethical teachings. There 49. Apart from academic activities all should be no place for dogmas and rituals students should be encouraged to take in the class-room teaching. part in co-curricular activities, such as, At the elementary stage two periods a debating competition, literary activities, week may be devoted to imparting of organisation of cultural activities, obser^ moral instruction. In classes VIII andIX, vance of community life. Instructional only one period a week|may be allotted films may be exhibited to the students for this purpose. Since the curriculum which may help develop healthy habits. beyond class IX is already overcrowded Self-rule, boy-scout, girl guide. Junior red and it is difficult to allot periods in the cross and ambulance brigade activities school time-table for teaching different should be organised in schools and students subjects, any allotment of period for should be encouraged to participate in imparting moral instructions will be detri­ them. Students should be initiated in the mental to the teaching of academic art of managing their co-curricular acti­ subjects. Hence, it is suggested that text­ vities. Pupils should be trained in the books for languages and history should democratic way of life. Co-curricular contain topics which may serve this activities should be sponsored and handled purpose. We would like to sound a note by the class councils and school parliament of warning that we do not have teachers under the guidance of teachers. Cases of trained for imparting moral instruction. indiscipline should be reported to the Efforts should be made to train adequate students committee which should be res­ number of teachers for handling classes ponsible for dealing with cases relating to meant for imparting moral instruction. The the breach of discipline. Problem students syllabi of teachers’ training schools and may sometimes do a good job, if their colleges should be oriented towards that. energy is properly canalised and harnessed. Handling of classes by untrained or unin They may be given assignment of res­ formed teachers may be fraught with ponsibility in the school parliament and dangers, hence we recommend caution in may be required to prove their mettle. this sphere of school activity. Students should be trained in the art of utilising their leisure hours. Co-curricular activities 48. Physical education, games and 50. The importance of some of the co- sports are good tools for promoting disci­ curricular activities has been stressed pline. They are preventive as well as earlier. There are a number of other activities which may be organised in the division of the N. C. C. comprises three schools for example hiking, rowing, types of training—(1) Infantry training, swimming, excursions, gardening, drawing (2) Air training and (3) Naval training. and painting. The extent of curiosity and The expansion of the junior division of enthusiasm among the students towards the N. C. C. is the responsibility of the these activities may largely depend upon Ministry of Defence, Government of India, the interest evinced by the teachers. The which is effected in consultation with the students may be encouraged to organise Planning Commission. A scheme for the and handle these activities, the teachers expansion of the junior division of the extending a helping hand at the proper N. C. C. during the Third Five-Year Plan moment. Efforts should be made to bring has been formulated for this State with all students within the fold of these the concurrence of the Planning Com­ activities. The funds for organising them mission, but the total outturn is not should mostly come from the students’ expected to be very high. The entire cost voluntary contribution or a reasonable fee of training for junior division of the N. C. C. charged from those students who are and half of the cost on holding its annual capable of paying. The department should training camps are met by the Government also sanction suitable amounts with a of India, Ministry of Defence, the rest of view to encouraging these activities. The the expenditure being met by the State success of these activities depends on the Government. The expansion of the junior extent of the teachers’ belief in the division of the N. C. C. is dependent on the democratic way of life and activities and Government of India’s policy and capacity their belief in educational leadership. It is to meet the expenditure. in the field of these activities that the educational leaders have to take up the 53. It is in the field of auxiliary cadet challenge. What we need today is an all- corps training that this State has made rounder teacher and not one who is book- much headway. The organisational cost of centred only. A. C. C. is borne by the State Government and the expenditure incurred on the 51. We believe that in the adminis­ training of a cadet comes to about Rs. 13 tration of finances relating to the co- per annum. We have, today, the largest curricular activities, students’ participation number of A. C. C. cadets as compared to should be encouraged, invited and appre­ other States in the country. The total ciated. We approve of the provision number of N. C. C. cadets, as it stands regarding management and disbursement today, comes to 12,195 while the A. C. C. of funds known as scholars’ funds as cadets number 1,44,600. Thus the total detailed in letter no. II/C7-080/54-E. - 59, number of N. C. C. and A. C. C. cadets, dated the 9th January 1956 from the receiving more or less the same type of Deputy Director of Education (Secondary), training, comes to 1,56,795. This number, Bihar, to the officers of the Education however, covers only 27.5 per cent of Department posted in the field (Appendix K). students attending high and higher We are of the opinion that the examination secondary schools in the State. This is fee, as prescribed in this letter, is not not a very appreciable percentage. We are enough to meet the expenses incurred on of the opinion that all able-bodied boys stationeries and printing of question and girls should be given a chance to papers. The fee may be raised by 25 per enrol themselves in either of these two cent. cadets corps. If it is not possible to expend the junior division of the N. C. C. so as to National Cadet Corps and Auxiliary Cadet cover all able-bodied students at the Corps, secondary stage, the remedy lies in the expansion of the A. C. C ., for which funds 52. The need for the compulsory study should be found out by the State Govern­ of physical education and military science ment. by students has been stressed earlier. The Text-Boohs' institutions of National Cadet Corps and Auxiliary Cadet Corps should be gradually 54. In this State, the State Govern­ extended to all high and higher secondary ment prescribes the courses of studies for schools in the State. Since the early our schools. The production and approval fifties of this century a considerable ground of text-books are entrusted to the text­ has been covered in these fields. The junior book committee. The text-book committee 7 Edn— 8 publishes its own books and a]pproves unless who control the strings of the books submitted by the publisherrs. Both Government’s purse are convinced ? So these functions have led to certtain dis­ long as their plea that the scrapping of a quieting features. So far as the fiirst func­ Government publication will result in a tion is concerned it may be said thaat from loss to the exchequer prevails, pupils are the beginning to the end the dep^artment bound to suffer. If a wrong map has been has to depend on authors for get;ting the published in the history or geography books written, on reviewers for review, text-book, if the sums in an arithmetic on private presses for printing and on text-book are not based on decimal other agencies for distribution amd sale, coinage and metric system, if the text­ on whom the department has nco special book contains an outmoded fact of history control. If there is any defect at any (Dr. Rajendra Prasad is the President of level, the responsibility, no doubit, has to the Republic of India), and if such out­ be borne by the department. A ^pertinent dated text-books are not replaced by the question arises at this point—are tlhe educa­ up-dated ones, school-instruction is Iwund tion department—the text-book ccommittee to suffer. The question is whether the and the I education literature oflficer fully education of the children should have equipped to cope with this woffk? The precedence over the loss of a minor sum publication of the text-books is imainly a of money or a small profit or the latter commercial concern and to do tihis work over the former. The best education successfully, it is necessary to lhave the depends on the values that the members required competence in this field which is of the communities and Government at present lacking. There shouild be a possess and profess. whole-time class I officer of thte Bihar Educational Service having full knowledge 65. The much heavier load of the cost and experience at all organisatiomal levels of books on the shoulders of the parents of a commercial concern, which does this of elementary school children is a negation type of work, and good groundimg in pro­ of tlie freedom from paying fees. If \h^ fessional education in order to lead and price of a text-book published by the guide the staff appointed for writting text­ text-book committee is not lower than books and conducting researchi. If the what it is in case of private publication, services of a suitable hand be notfc available then it amounts to the negation of the the necessary training may be arirangedfor benefits of the State enterprise. The main­ an intelligent, and capable ecducational tenance of the price of Government administrator. At present, the hands of published text-books at a higher level the departmental officers respojnsible for allows the publishers of spurious text-books the production of text-books are tied. For to offer higher rate of commission and every little thing, a Governmenit decision earn a fortune for themselves. The sale of is required or a reference has to) be made spurious books prevents the sale of genuine to the Finance Department ancd there is books and causes accumulation of Govern­ naturally an unnecessary amoumt of red- ment publications. Could such publishers of tape. This does not only caiuse delay spurious books feel encouraged to indulge making quick decision practicalhy impossi­ in such malpractices, if the Government ble. Under this dispensation, Ithose res­ sold text-books at cost price or at a price ponsible for carrying on the woDrk cannot fetching a very small margin of profit ? make any decision. And it is always The answer is evident and needs no ela­ difficult to get quick decision, iif one has boration. The parents of the students to explain every little thing to those who reading at the higher secondary stage are in their turn have less specialiised know­ put to a great deal of hardship as they ledge and understanding and wrho do not have to buy endless series of books for also appreciate a sense of the lurgency of their wards. In the first instalment, they the problem. The text-book committee have to buy books prescribed for secondary might be badly suffering due to tfche absence school students, and in the second, pres­ of the services of a whole-time (officer with cribed for the old intermediate or the expert knowledge and it might be feeling present pre-university classes. Could’t that a particular text-book hsas outlived this grievance of the parents be redressed ? its utility or is not in accordancce with the But can the present text-book committee requirements of the revised sylUabus or it with the limited resources and authority is not up to the mark and henc3e it should placed at its disposal redress it 1 The be changed. But will it bear' any fruit answer is ‘no’. And to cap it all, there is the frequent grievance of parents and to employ and engage expert writers for guardians about the non-availability of preparation of text-books and competent text-books, either published by the text­ personnel for conducting text-book research. book committee or by the private pub­ Secondly, it may expand its activities from lishers, and the failure of these agencies preparation and production of text-books, to make their timely supply all over the to the production of reference books and State. other help books, and reduce the load of 56. In order to ameliorate the situation books and their cost on students and we are of the opinion that the responsi­ guardians. Thirdly, it may eliminate bility of preparation and production of spurious publication from the market. text-books, prescription and recommenda­ tion of text-books or reference books as 57. There have been complaints about are not produced, and text-book research frequent changes in the text-books and also should be assigned to the text-book wing about the continuance of outdated text­ of the reorganised board of secondary books. There cannot be any hard and fast education, whose functions have been rule for the change. Good books should be discussed and highlighted in chapter III. allowed to continue as long as they are It would be necessary to keep the board not replaced by better ones. A change in of secondary education beyond the pro­ school text-books may be considered visions of the Companies Act in the interest prudent when new developments in of economy. Assignment of this respon­ different fields of activities in the country sibility to the text-book wing of the re­ and around the world since the publication organised board may bear threefold of the text-books have to be incorporated results apart from the prescription of in them or when the changed curriculum such text-books which it is not able to makes the publication of new text-books produce. First, it would enable the board inevitable. CHAPTER V

M ethods of T eaching

It is admitted that even the best what competence. The types of questions curriculum may fail to produce the set in the public examinations very much desired result for want of right ins­ influence home examinations and both tructional methods and right kind of of these imperceptibly, but very effectively, teacher. On the other hand, even an determine the methods employed by the average syllabus may be made lively, teachers in the class-room teaching. If interesting and purposeful when put in the syllabus is heavy, the teacher tries the hands of a gifted teacher, whose to cover it quickly, may be even in focus of attention is on his pupil’s a slipshod manner. In such a circums­ interests, aptitudes, reactions and res­ tance, the teacher runs while the pupils ponses. The most important thing for chase him. Good teaching must estab­ an ideal teacher is not so much the lish relationship between lesson and life, amount of subject-matter covered by him work and knowledge. The best ins­ as the quality and quantum of under­ truction is given in life’s real situations. standing of the subject-matter, and the proficiency achieved by his pupils. 4. An analysis of the instructional methods employed by our teachers in 2. Teaching is a highly complicated secondary schools presents a gloomy organic process demanding the active picture. There is more stress on acquiring co-d|)eration of the teachers and the knowledge without any consideration of pupils. The right methods of instruction helping students in the development of enthuse the pupils and raise the quality desirable attitudes and right values. of their learning, attitudes and ^ values; Almost 80 per cent of the teachers whereas wrong methods stunt their intel­ imparting instruction in secondary schools lectual and moral growth. The right are untrained or under-trained and method develops respect for work—both nearly fifty per cent of them are under- academic and practical. If education educated. Any person who has had fails to develop love of work, it demolishes some sort of university education is the very foundation of democracy and no considered fit for being a teacher. Teaching education is worth its name, if it does has still to gain the status of a profession not lead to social, economic and political in our country. There is over-emphasis rejuvenation of the country based on on academic training and almost a democratic ideals. To this end, each scant regard for professional training in class-room has to function as a practical education. If the vast majority of workshop, making all members actively secondary school teachers continues to participating in its operation and contribu­ lack in professional training, there can ting to the physical, mental, moral and be very little room for implementing psychological development of all the the right type of instructional methods participating members. Class-rooom ins­ in class-room teaching. The State truction has to develop intellectual one­ department of education requires each sidedness of the pupils into practical secondary school to employ a minimum many-sidedness with a view to replacing of two trained graduates on the staff. individual selfishness by devotion to co­ Schools feel contented after having operative efforts to serve social ends. fulfilled this condition. They seldom go Class-room instruction has to be related beyond the prescribed minimum. If an to actual life-situations and the school enthusiastic untrained graduate teacher has to function as the hub of the community gets professionally trained, he is refused activities. the salary-scale of a trained graduate 3. Curriculum, methods of instruction teacher. Schools should be encouraged and examination are interdependent. to employ as many professionally trained Curriculum prescribes a course of study, teachers as may be available to them. instructional methods are intended to Now that the number of teachers’ give a mastery over the course-contents training colleges has increased, it should and examination tests as to how much be possible for the school managements course-content has been covered with to procure the services of more trained teachers. It is good that our subject- than I to 40. This ratio may be relaxed teachers have better grasp of subject- only in special cases, i.e., when a greater contents, but lack of proper training in number o f students are intended to using instructional ^methods leads to benefit frojm the specialised knowledge of dissemination of learniag materials without a specialistt teacher. It has already been taking into consideration whether they hinted tha.t in subjects like social studies, have been understood, absorbed and general soience and language teaching, assimilated. heterogenoms grouping of students may yield better results, but care should be 5. The presence of a large number of taken to group students in language untrained teachers handling class-room classes in such a way that no big gap teaching makes supervision essential and is allowedl to exist in their reading the supervisory role a difficult assignment ability. Iia the teaching of elective sub­ to perform. Most of these teachers do jects, grouping of students on the basis of not know how to prepare weekly, monthly their achievements may prove effective and annual plans of lessons. They fail in applyinjg right instructional methods to realise the necessity of preparing and obtaiming better results. Achieve­ detailed or even sketchy notes of lessons. ment grouping helps all types of students Teaching, therefore, becomes unplanned, and the teacher may accelerate or slow unscientific and unmethodical. Such the pace Ojf instruction according to the teachers fail to motivate the students. learning ability of the groups concerned. While this is the case with most of the While the) bright students may be professionally untrained teachers, the challenged in a better way, the slow- trained ones also fail to do as well as learning giroup may take more time in they should. There are many factors covering Ithe course-contents and its responsible for this failure—for example, members, although they may not be overcrowded class-rooms, a short school able to master all the facts, may stand year, lack of equipments, teaching aids on a sure foundation of the minimum and facilities, and heavy curricular load. essential I'eaming. And it is also In a class-room where about sixty or essential that the school management more students sit in a huddle, perhaps should pro>vide the teacher with the no instructional method can help produce requisite eiquipments including teaching effective learning. The system of hetero­ and audio-visual aids and instructional genous grouping of students, without facilities. lUnfourtunately the vast considering their levels of achievements, majority of our secondary schools lack in in the same class-room creates a big gap suitable equipments and laboratory between students. While the bright ones facilities—maps, models, charts, and other desire to move faster, the slow learners acoustical a,nd occular aids. The methods put a brake on their speed, resulting in of instructiion practised by the teacher- the disappointment of the former. If the trainees in the teachers’ colleges are not teacher halts the progress to help the very much irelated to the actual situations average and the slow, he cannot satisfy obtaining im schools. It has often been the brighter pupils. This is a situation found that the methods of teaching in which even best instructional methods learnt at teachers’ colleges remain un­ may fail to produce any effective result. practical amd unapplicable in the actual There is yet another great interest killer, class-room situations. If professional the system of assessment which in actual training is expected to bear fruit, it practice has been vitiated by external requires reojrfentation and more practical interference and influence, unfortunate bias and teachers should be given freedom malpractices and the ever-growing private to apply right instructional methods tuitions. It is obvious that in this suited to the actual situation, and the situation, any increase in the number of school adnuinistration should endeavour the professionally trained teachers will to create fSacilities for their application. not be of much help. 7. Since untrained teachers are in 6. The first requirement is to reduce overwhelming majority in our schools, the size of the class so as to bring the responsibilities of their trained about an improvement in the teacher- colleagues, institutional heads and edu­ pupil ratio. Elsewhere, we have recom­ cational administrators is tremendous mended a teacher-pupil ratio of not more The head o f the institution should tak* care to induct the new teacjhers in such hands in planning a lesson they will be a way that they are able to identify able to benefit by their common experiences the goal, which the institutiton and the and improve their teaching technique. members of the teaching sttaff have set On the other hand, a large number of before themselves, and worki towards its students may derive benefit from the attainment. It should be the responsibility teaching of a superior teacher at a parti­ of the head teacher and other senior cular time. This may eliminate repetition professionally trained teachors to discuss of performance by the same teacher. the programmes offered by,^ the school Team teaching may also be effected with the new members o)f the staff. through radio programmes although the They should discuss the courfses of studies better effect of it may be obtained and the progress made so > far in the through educational television which is field. They should help the new teachers not possible to be brought into service in preparing the annual ?and monthly in our part of the country before a plans of lesson. They shomld also give decade or so. demonstration of the teachimg techniques with a view to initiating the new member Our schools do not make sincere efforts in the art of teaching, if thiey happen to for developing the reading skills of our be a fresher from the univcersity. These students. All students should be able facilities should also be exttended to all to read skilfully, use reading efficiently new teachers even if professionally trained. as a learning tool and enjoy it during It should be the responsilbility of the leisures. If no reading skill has been immediate educational supervisor to help developed, the act of reading will amount the new-comers in the appreciation of to mere identification of words without their duties. Educational {administrators comprehending the author’s intended should try to help the new Ihead teachers meanings and the ability to express them. in the new environmentts. Necessary Among the reading techniques, word working facilities should be extended to recognition skills, eye movement control, enable them to rehabilitatoe themselves posture and oral reading skills may be in the new situations. The head teacher included. Efforts should be made to should organise horizontal and vertical encourage developmental reading for staff meetings, if the numbesr of teachers effecting improvement in reading skills; handling different subjectos is large. functional reading for helping the pupils Vertical staff meetings mtay help the in the skill of obtaining information, and teachers of a particular subjejct in handling recreational reading for developing different grades in planning instructional appreciation and taste. Today we find programme and effecting btetter co-ordi­ students— say in class X orXI—who according nation and teaching and understanding to their reading skills should have belonged of the problems of stuidents; while to the sixth or the seventh grade and horizontal meetings of the f staff members this situation is ominous from the ins­ handling different subjects im a particular tructional standpoint. Reading skills do class may help in balaniced teaching, not only help in learning languages, but better understanding of the strengths and also help in learning non-language subjects weaknesses of students in diifferent areas, with competence. Unless reading skills striking a balance in making home assign­ are properly developed students cannot ments to students and appllying remedial be expected to derive full benefits from measures for improving tine weaknesses the existence of school libraries, however of pupils. Whether a schcool system is well equipped they may be. large or small, staff meetiings are very valuable instruments for iresolving pro­ 9. The next question is what instruc­ blems related to class-roomi instruction. tional methods should be adopted in the class-room teaching. A detailed discussion 8. The inspecting officers and head of of different instructional methods is schools have a great res?ponsibility in beyond the scope of the present enquiry. educating the teachers. Efforts should The teachers’ training colleges should be made to bring team-teaching into devote their attention towards identifying effect. The services of a good teacher the problem areas and find out ways and or a specialist teacher shouild be utilised means for resolving them. We would, for educating and reoriienting other however, like to highlight some of the teachers. If the subject-toeachers join important instructional methods here with the hope that the department and the judicious way and is conducive not only teachers’ 15 colleges will further address to mental growth, but also to building of themselves to work out the details of the desirable values and attitudes. Given the suggestions. proper facilities, orientation, assistance and guidance, it is expected that the 10. So far as language teaching is application of these suggestions about concerned, we would restress the import­ instructional methods will help improve ance of reading skills. Language class-room teaching in our schools. learning is best done when it is contextual rather than textual. In learning the Library Facilities in Schools. language of the mother-tongue care should be taken to teach it in life’s real stuation. 12. In any system of education, the In the teaching of languages other library has a place of significance. Pupils’ than the mother-tongue, a great care stock of knowledge cannot be improved requires to be taken by the class-room unless their academic studies are reinforced teachers. Teaching of the second language by general reading. In our system of or the foreign language should aim at the education, a great deal of stress is laid development of the following skiUs : (a) on tei^t-books and not enough on the use understanding the spoken language, (6) of the library which is supposed to be speaking it, (c) reading it and {d) finally a repository of reference books, standard writing it. Unless all the four skills have books in different branches of learning and been developed in proper equilibrium, books of general interest. Supplemental the language or languages may not be reading is very much responsible for widening deemed to have been properly learnt. the horizon of knowledge among the students and teachers. It arouses the 11. Any methods of teaching should interest of pupils and lifts their level of function as a lever and shift the stress understanding to a higher plane, whence from knowledge to abilities, adjustments they can survey their required courses and proper motivations. In teaching non­ with confidence and competence. General language subjects we would reiterate the reading may be a good tool for creating use and importance of the activity diverse interests amongst students and methods lucidly discussed by the Secondary while adding to their stock of knowledge Education Commission in chapter VII may give them a better grasp of their of their report. The teachers should course-contents and may be a useful way activise the pupils and help them in of spending leisure. Every secondary solving the problems entrusted to them by school should have a good library for the the subject-teachers. Problem solving is benefit of the pupils and teachers. another good method of teaching. Real Efficient and effective teaching -learning knowledge may be obtained when the situations are not likely to be created if a learner seeks to solve problems by following school fails to provide library facilities the scientific method, which may be for its teachers and students. There described in the following steps:— should be suitable reading material for {i) Sensing the problem and defining it, students of different age-groups. At (m) Collecting data and information present we do not have efficient agencies with a view to solving the problem, for the production of reading material for {Hi) Building the hypothesis, the pre-adolescents and adolescents, and an efficient venture in this field will fiU {iv) Testing the hypothesis, and the gap. {v) Making inferences. 13. Most of our secondary schools do The problem solving method can be not have a good hbrary. Some out of applied in teaching non-language subjects date books, old text-books and books and at times it may be suitably applied not connected with the reading tests and in learning languages also. Problem interests of students are generally stocked solving method may promote clear thinking in the school libraries, which happen to and inculcate sense of analysis and be located in a small stuffy and cramped synthesis among our pupils which are so room, where books cannot be exhibited essential for the cultivation of democratic to attract students. Books are generally values. This method combines theoretical locked in almirahs mostly uncared for knowledge with practical work in a and the library room remains unfrequented. Students are not encouraged to browse to the requirements of the age-group about in the library room, for thte books that it serves. The class-teacher should are not and cannot be exhibited, for the be the custodian of the class library and room is not spacious enough fcor the may seek the assistance of one of his stu­ purpose. High schools are requiired by dents in its maintenance. With the the department to maintain a librairy con­ assistance of his students he should be sisting of at least 1,000 books of the able to regulate the study of books and minimum value of Rs. 1,000 only.. Cases maintain record of the books read by the of schools possessing cheap boolks with students. The reading interest of the a view to increasing the numb)er and students should be roused through the costly books for the purpose o f raising class-room library and they should the total value of books, bearring no receive the guidance of class-room teacher, relevance with the course-confcemts and in the selection of books, who should be reading interests of either teaclhers or able to assess the requirements of indi­ students, are not scarce. Althoug^h there vidual students. The subject-teachers has been some improvement during recent should be entrusted with the task of years in the quantity and quamtity of building subject-libraries for the benefit books efficient arrangement for (Cheating of students of upper classes and it should reading facilities or interests is still a be their duty to regulate the study of dream unfulfilled. Similar s3ituation the relevant books. Schools having less prevails in the higher secondary oir multi­ than 5,000 volumes may be able to purpose higher secondary schools some organise central, subject and class libraries of which have procured commendab)le stock with the help of the teacher. The • of books. A higher secondary soshool is teacher responsible for the upkeep and required to maintain a library having proper functioning of the central library a minimum number of 2,500 wolumes should be given a suitable allowance in worth at least Rs. 6,000 includinjg books order to provide incentive towards on education, teachers’ hand-bookts, books efficient work. Maintenance of the records on various school subjects, books oni general of all libraries—central, subject and class— interest and reference books. W e re­ should be the ultimate responsibility of commend a small annual levy per student the librarian whether he works on a by the school to improve the school whole-time or part-time basis. The school library and the money realised frrom this library should be located in an airy and levy, however, should not be diveerted to well-lighted spacious room so that it any other purpose. At presents school may be used as a reading room. We libraries are looked after by a meimber of recommend the allotment of at least one the school staff who gets a paltry amount period per week for the purpose of as remuneration for renderin^g part- supervised reading. During this period time duties for their mainteniance. students should be required to use library facilities. The evidence adduced 14. This situation leaves much rcoom for before us shows that a good percentage effecting improvement in the spjhere of of schools is not in favour of the conti­ library service in schools. Ehsewhere, nuance of the mode of payment of the we have recommended a salary i schedule hbrary grant through the coupon system for the librarian who should usmally be which is not as fool-proof as it is supposed a graduate with dipolima in library science. to be. Most of the principals or head­ In order to provide whole time to the masters appear to be in favour of the school librarian the school library^ should abolition of the coupon system in the not have less than 6,000 useful I books. interest of developing a well-balanced This implies that for many years ito come library. We are of the opinion that the most of our schools will not be able to text-book wing of the reorganised board have the services of a whole-time trained of secondary education should produce librarian. This cannot be hel}ped on reading material suited to the different economic grounds. We are of thei opinion age-groups of students. Apart from that a school should develop central, fulfilling the long-felt need in this field, subject and class libraries. Eactti class­ it will provide cheaper books to th© room should have class library atccording schools and students in general. E v a l u a t io t ? a n d G u j d a n c e

Evaluation

We take up the question of evaluation become the most dominant media of which aims at measuring the pupils, tlie pupil evaluation at each stage. Internal teachers and the schools. Here we are examiinations are usually controlled and only indirectly connected with the per­ administered to the students by their formance of the teachers and the school teachers; and they play a dominant role as a whole. Schools have to manufacture in detfcermining the attainments of students. successful citizens out of unfinished raw It is felt, however, that when the teachers materials, i.e., the young pupils. We judge know that they are not tlie sole deter­ the quality of the educational institutions minants and that tli?ir pupil’s attain­ by judging the educational endeavours ments will be measured by some externa and attainments of their products. Pupil- agency, it casts certain restricting evaluation also happens to be one of the influe nces on them which are advantageous most important tools of teacher-evaluation. as well as disadvantageous. While the 2. The one pertinent point which external examination spurs them on arises here is—what should be the agency towards greater effort for the betterment of their pupils, it also makes them slavish for measuring pupil-attainments ? The and (docile followers of the methods of following alternative agencies can be used for this purpose: evalu;ation used by the external agency. The latter restricts their freedom of (а) Evaluation through internal and introducing better methods of instruction, external agencies by way of holding allowing their students to proceed examinations, according to their own pace and develop­ (б) Evaluation of the pupils by their ing their own tools of evaluation. Yet, teachers only, and there are examples of some of the good (c) Evaluation of the pupil’s attainments institiations refusing to be led by the by a combination of the abovenoted whims of the external examining agency; two agencies. rather they hold an upper hand over the latter and secure extraordinarily good Evaluation of the pupil’s attainments results for their students. through public examinations is a well- known method. Its origin may be 3. Examinations may be said to have traced in the system of organised ins­ the following purposes: — titutional education on a mass scale. (i)i Gradation of students When the ancient Indian ‘gurus’ taught their disciples in secluded places, the (ii) Diagnosis of the strengths and system of administering tests by external weaknesses of students, course-content s, agencies cannot be said to liave been methods, teaching techniques and evolved. But when a community or a testing etc. number of communities joined hands and {Hi) Prediction about the future success organised educational institutions when of students. courses of studies came to be imposed from without, and when external authority Until the students have reached the came to be exercised over them, the need stage of completion of an educational for evaluation or measurement of the unit, the task of conducting examination pupil-attainments by an external agency and performing the abovenoted functions became an established fact. is ungrudgingly entrusted to the in­ dividual schools and teachers, but such A pupil’s educational career is divided is not the case with the concluding into a number of steps and units. In examinations. It is because of the fact our country as well as in others, these that owing to various reasons no accep­ units have been defined as elementary, tance has been and can be extended to secondary and higher stages of education. the sstandard of pupil evaluation by the Examinations—internal and external have individual schools. Naturally the external 7 Edn— 9 examinations have gained a cerftain entire field of education and thus nullifying prestige in our system of educatiion. its real purpose, dictating the curriculum Certificates on the basis of pupil-performaince instead of following it, preventing ex­ at t^'e external (public )^examinations are perimentation and introduction of new given to the pupil concerned and t;hey methods of teaching, and developing may pursue higher’ studies or may s^eek wrong values in education, external employment ‘ under government or priwate examinations fail to measure the all-round bodies or may enter life without un(der- development of the personality of the taking any public or private employmient. students. They encourage spoon-feeding The secondary or higher secondary sclhool rather than developing habits of inde­ certificates awarded to students on the pendent study, and, then, there are basis of public examinations serve the stereotyped methods of setting question abovenoted purposes. papers and examining the answer books. We shall dwell upon this aspect of internal 4. The question is—can these puiblic as well as external examinations at a examinations be eliminated or repleaced later stage. by concluding home examinations (con­ ducted by each school ? The first ptoint 6. Some of the progressive countries Avhich arises here is whether the peiople have developed a system of evaluation are ready to accept the verdicts of entirely on the basis of pupil’s performances individual schools in the academic and in the different aspects of education and public spheres of our lives. Certifiosates school life. The teacher, being the friend, issued by a few premier institutions may philosopher and guide of the pupil, has gain frequency in course of time, buit in been entrusted with the task of evaluating the beginning, people may hesitate) to pupil’s attainments. They have developed accept them. It has not been posfsible certain tools of evaluation to facilitate the even in the most advanced countriejs to teache^ s’ work. In our State certain progressive grant such acceptance to the certificates steps were taken in the field of pupil issued by all schools for the purpos»e of evaluation but without taking into con­ seeking admission to the institutiom of sideration the very important situational higher learning. If employers conttinue factors obtaining in our part of the count­ to hold selection tests for the pm’pose of ry. As early as 1949, the State depart­ employing school graduates, and collleges ment of education abolished the public and universities combine together foir the examination—the middle school certificate purpose of administering tests to the examination—held at the end of the school graduates and admit them oni the elementary school stage. The arguments basis of the college entrance examina.tions advanced in favour of its abolition were conducted by them, graduation certifiicates as follows:— awarded by secondary schools on the Ibasis (а) Middle school is too early a stage of cumulative records and home exannina- for administering public examination. tions cannot be considered to have gaiined acceptance. Some employers and sonne of (б) Public examination does not allow the prestige institutions of our couintry much flexibility in internal examina­ which are selective, hold competbitive tions, instructional methods and selection tests, because of large nunnbers course - contents. seeking employments or admissions. But by and large its conferment of gradu;ation (c) Teachers should be given freedom certificates ^ by an independent body r to develop instruments of evaluation f and evaluate students on the basis conducting public examinations reliever cent of the marks in every subject. worst part of it, is the fact that the When the higher secondary sche^ne came records of the students’ work is never to be introduced in this State and courses properly corrected and even a casual of studies were framed for the higher glance at the records will show that cases secondary school examination, the state­ of misspelt words or incorrect facts have ment quoted above was reproduced as a not been pointed out by the assessors. preamble. The first secondary school If such is tihe case of the regular students, examination according to the new syllabus the case oif private candidates can very took place in the year 1954, while the well be imjaginable. In fact, the system first higher secondary scljool examination has given ai great boost to the number of was held in 1960. We have seen that this first and S(econd divisioners reducing the very well intentional educational reform number of third divisioners to the un­ failed to take note of the depressing avoidable nninimum. i%ow let us see what situational factors and cons3quently failed a study unidertaken by us to ascertain to take deep root in our educational system the desirab)ility of the assessment system and achieve success. foY the setcoudary and higher secondary 15. And it very pertine]it question is— school exaominations reveals : why did it fail at all ? What are the “ The miarks in written tests (in eighty situational factors that led to its debacle ? per cent) and in assessment (in These are not very far to seek. It is twenty per cent) of the first fifteen well-known that our class-rooms are over­ studemts in the final results of the crowded, containing as many as seventy secondary and higher secondary to eighty students in one class-room in sclioo)l examinations were taken into extreme cases. An average teacher is consi(deration. The following is the overworked during the school hours. value; of correlation co-efiicient Most of the teachers are professionally betw(een their total marks at the untrained, a considerable percentage of writtten tests and at the assessment them is under-trained or under-qualified. year wise. Teachers do not get a salary commensurate with their work. Prior to the introduc­ Secondary Schobl Examination. tion of the assessment system, the number of secondary school teachers undertaking private tuitions or the guardians engaging Year. Value of correlation teachers for private tuition was not very co-efficient. large. The aftermath of its introduction has been very serious and requires 1959 0.729 immediate amelioration. The system has 1960 —0.375 given a great fillip to private tuition and 1961 0.013 teachers now spend more of their energy 1962 0.037 on private tuitions than on class-room teaching. There are people who indulge in unscrupulous activities and put pressure Higher Secondary School Examination. on the teachers to increase the marks of their wards so that they may secure Year. Value of correlation better aggregate and divisions at the co-efficient. secondary or higher secondary school examination. There are people who 1961 0.294 engage school teachers for coaching 1962 0.337 their wards at fancy fees, so that their The above values of correlatiom co-effi­ secondary schools and higher secondary cient is low in case of higher school examinatious should be examined secondary school examination, but in full marks allotted to each paper. extremely low in case of siecondary Correction of written work of the pupils school examination. In two cases the should be done and weekly or monthly value is negatiA^e Correlation co­ tests should be held in the manner in efficient has tended very sliglitly to which this was done prior to the intro­ increase from year to year buit still it duction of internal assessment. The has not reached tlie stage of nor­ system of tutorial classes for giving malcy. The value of correlation co­ individual attention to the student’s pro­ efficient between the two sets of blems and for correction of written work marks of fifteen average students may be tried wherever feasible. and fifteen such students wlio were placed at the lowest ladder, would 15. Since the principles underlying have been very much revealing but internal assessment are sound, schools unfortunately, the study coiuld not should be given the freedom of experi­ be undertaken due to a nmmber of menting with the system outside the frame­ handicaps. Yet in case off fifteen work of the secondarj/' school or higher students, we find the value of secondary school examination. Schools correlation co-efficient at its worst. which choose to take up the experiment However, the result obtained shows may allot 100 marks to this head and that either of the systems or both of may utilise opportunities like written tests them are faulty. If one is faulty, on fee-dates, interest in hobbies and we do no't know exactly whicli one. non-academic activities, and other The written test which has a stand­ possible measures of discovering talent ing of centuries cannot be siet aside for this, and they should formulate and in favour oi assessment in hundied compile a cumulative record of the pupils per cent marks in each pajjer. If at the end of the school course. This both are faulty, it is no use keeping will enable the emploj^ers and the general two faulty systems. Assessment has public to judge the result of internal been under experiment for the last assessment on its merit and it is ex­ ten years; it could not be c«onsistent pected that this process will cause the during this period and there is little schools and teachers to be on their hojie of its gaining consistency unless mettle. there is complete overhauling of the educational system and the super­ 16. From the above recommendations visory machinery” . it unavoidably follows that we have to bank solely on external examination for 13. The only conclusion that .one can the final evaluation of secondary school draw from all this is that while tihe State and higher secondary school students. department of education introduced the But does this system possess perfection system in all secondary schools in a, so as to make it a dependable instru­ great haste without examining tSie ancil­ ment of evaluation ? lary problems and experimenting it first in selected schools, as also withomt creat­ 17. It goes without saying that in spite ing suitable facilities in the shape o f rtain- of a number o f merits that the system ing programme for teachers and super­ of external examination possesses it has visors, and reducing overcrowding in certain inherent weaknesses which must class rooms; the teachers failed to rise to be either eliminated altogether or reduced the occasion and they succumbed to to the minimum, so as to make it more inefficiency and corruption. le t there be dependable, reliable and viable. Our no mistaking the fact that the system studies of question papers, set for the has failed and the greater portion of the annual and supplementary examinations blame should fall to the share of the during 1960 and 1961, and organisational teachers of the secondary schoo»ls. and administrative aspects of examinations 14. In view of the situation, we re­ have led us to the conclusion that commend that the system of internal the weaknesses from which external assessment as in force at present should examinations suffer may be broadly ascrib­ be abolished immediately without losing ed to two major factors: (a) academic, and any more time, and the examinees at tlie (6) human. {a) Academic factors (iv) the questions should test the skill and originality of the students, A study of question papers, set for the annual and supplementary secondary (v) sample [^answers of essay type school and higher secondary school exami­ questions should be supplied to nations during 1960 and 1961, showed exanainers to minimise subjectivity that generally most of the question papers in imarking, suffered from the following defects:— (vi) a few^ answer papers of both the {i) The questions were generally of tests should be analysed in terms of memory type stressing rote learning. questions by the subject experts and {ii) They offered no scope for compari- their findings should be reported to sory, contrast and application in the schools to help them identify life situation. the weaknesses in students’ prepara­ tion and class-room instruction in {Hi) Generally the scoj)e of answers genera], was unlimited. {iv) Some of them were vaguely (vii) multiple standard of passing may worded. be iintroduced to avoid a large per­ {v) Some of them could produce centage of failure at the external different meaning resulting in examinations, confused answers. Even the memo­ randum for marking the answers (viii) t(0 help the pupils in acquiring lacked in precision. better mastery over the electives, English, and the mother-tongue, (vi) Even objective-type questions the final examination in case of stressed rote memory admitting higher secondary school students several answers. should be staggered. This has alrea^dy been highlighted in chapter {vii) They did not aim at testing IV. skill. Before the students take final public {viii) Some of them were either above examination, a series of tests should be or below standard. administered to them. These tests should be comprehensive in nature and should (ix) They offered immense scope for train them in giving the best account of subjectivity in marking. their attainments. These tests should be less time-consuming and should be a (a;) Some of them were jepeated from combination of essay and objective types year to year. of tests. These tests should be prepared by the present State bureau of exami­ (xi) There were many alternatives nation research [or the examination which prevented the application of (research) wing of the reorganised board common measure for assessing pupils’ of secondary education] which has already achievement. started functioning. The bureau should train a number of subject-teachers by holding With a view to removing the’’ above­ short-courses so that the new types of noted defects, we recommend the following tests may be prepared by them and exten­ measures for adoption:— sively used during internal examinations.

(i) each question paper should have (b) Human factors two sub-tests—one esay type and the other short answer or objective This is the case of deteriorating moral type, values. Some of the parents have been observed using corrupt influence upon the {ii) alternative questions of essay co-examiners and head examiners with a type tests should be avoided, view to arranging better marks for their wards. Such persons easily catch hold of {Hi) questions should be clearly worded the weaker elements in the organisational to indicate the scope of the answers, set-up of the examination and move about unhesitatingly to serve their own ends assess achievement in each one separately. and it is a pity that they often succeed It should emphasize a real mastery of in their endeavour. It is also a pity that skills taught and should encourage thorough the persons appointed for giving verdicts drilling of a smaller amount of more succumb to extraneous factors. Often fundamental material instead of encourag­ there are cases of student-indiscipline and ing half-learning of a wide range of use of unfair means in the examination material. The teacher in setting papers halls. There are certain examination should enforce this principle. centres which have gained notoriety for creating disturbances for the peaceful 20. Auditory comprehension (under­ examinees. Mikes and loud speakers have standing spoken English) and expression been, on several occasions, pressed into in speech are two of the four major language service by undesirable elements of the skills, and since these are not being tested, community for dictating answers to the a few tests under these headings may be examinees. Where do the remedies lie ? given. Auditory comprehension can be The holes in the organisational set-up tested objectively at the elementary stage of the examinations have to be plugged by various devices. Details will have to in such a way as to render leakage of be worked out with the help of experts. the names of the examiners, head exami­ ners and tabulators impossible. The public 21. Tests in spoken English may com­ law should be reinforced and the hands of prise oral reading of a passage and conver­ the administration strengthened in such a sation on familar subjects. The examiner way as to bring the law-breakers to book. will thus be able to assess whether the But the only real solution lies in the pupil makes correct sounds, whether he development of a sense of responsibility lays stress on the proper syllables, whether and the maintenance of a high standard he has any idea of rhythm and intona­ of conduct unless the sanctity of the tion, and whether he can speak at normal examinations is recognised by the mem­ speed. Details may be worked out by the bers of the community—whether students, teachers concerned. their aides, guardians or the members of the teaching profession no real improve­ 22. With a view to developing auditory ment is possible. comprehension and expression in speech, 18. But it will be unfair to exempt we recommend that oral tests may be internal examinations from blame and administered to students reading in classes condemn only the external examinations. IV to VII at least once in each school Internal examinations also suffer from the ter:>i. The test may be for 100 marks same types of weaknesses as the external ex outside the formal examination. Suitable aminations. The difference is of degree and conversational material may be included not of kind. The weaknesses of the former in the curricula and text-books of these remain to a great extent unexposed to the classes. A separate certificate should be public eyes. We got the questions in given indicating the ability of the pupil English of classes VI to IX (Annual 1961) in this field. If the head of the school scrutinised and studied by experts and considers it necessary, one period a week came to learn that the methods of testing may be specified for the teaching of in English do not reflect our objectives English conversation in these classes. The in teaching the language. Although the teachers concerned—graduates (where avail­ examination aims at evaluating what has able) or under-graduates and matriculates - been taught during the year and whether will have to be given the necessary orien­ the material has been understood by the tation immediately tlirough what are pupils, all the four aims of teaching called “snowball” schemes. It is here English—understanding spoken English, that the staff of the newly-started Insti­ speaking English, reading it and writing tute of English, Bihar, and the personnel it—have not been taken into consideration. of Teachers’ Training Colleges, Govern­ The sj^stem encourages cramming, attaches ment Multipurpose Schools and Teachers’ undue importance to formal grammar Training Schools already trained in the and offers no opportunities for testing structural approach to the teaching of the oral aspects of the language. English at Hyderabad/Allahabad/Patna, will have to help. It is up to the 19. The examination should cover all Education Department to start a series the four aims of teaching and should of short courses (in pursuance of the ‘'snowball” schemes) in every subdiivision forces. If the development of all children or district under the organisational l(ea(ier- is the goal, the school-counsellor must ship of the Deputy Director of Educcalfcion assume the responsibility of familiarising (Planning), the Deputy Director of himself with a basic theoretical frame­ Education (Secondary), the Deputy -DiTec- work for ^understanding of the process of tor of Education (Primary), and the D>ep*uty human growth, development and rr aturity. Directress of Education (Girls) earlier than The goal of the guidance worker is the or at least simultaneously withi the optimum physical, social, educational and proposed re-introduction of the teaichiiig psychological development of his counsellee, of Enghsh in class IV. and if he is to succeed in his profession, 23. We could not get other quiestion he must possess sound professional know­ papers examined and studied being Jhaindi- ledge, the quality of reliability and capped by the non-availability of adeqiuate dependability. funds and personnel, and the shorfc^ time at our disposal. We regret that we are 25. Guidance may be described to not able to present more facts andi data, possess the following three functions:— but howsoever little has been said above is sufficient to re-emphasise the need for (a) Educational, (b) Vocational and and the utility of reforms in the exami­ (c) Social. nation methods. (a) The process of education to which G u i d a n c e a child is exposed has to be closely 24. Emergence of guidance o'n the related to his capacities, needs, Indian educational scene is mot an interests and purposes. Without educational event of the hoary past; rather this education cannot lend the neede I it is a babe still crawling along the g;ro«nd. direction to the natural process of If we look be3^ond our country, we me to dual pupil’s aptitudes, interests and' be accepted as a service to be remdered values should be the responsibility outside of the school. From this ptosiition, of the guidance worker. In the it has permeated the work of educiatiional performance of this task, the teacher institutions at all levels in the U. -S. A. have to collaborate with him and Guidance came to be organised Ifirst in his duty is to supply the teachers some of the schools of the U. S. A. during with the relevant data about the the last decade of the nineteenth (ceiitury pupils. Whether there is a problem ■wdth the emergence of measurement move­ arising out of under-achievement, ment, and certain aspects of psycheological over-achievement or certain research providing additional infoirmiation behavioral patten; s, etc., of the pupils, about individual differences, the ta.sk;s and it has to be referred to the school- stages of development and the procfess of counsellor for identifying the causes learning, importance came to be aittjached contributing to the problem and to guidance programmes first at hig;h school applying suitable remedial measures. and later at collegiate levels. Since then The clast.-room teachers and school- good guidance is being consider*edl as a counsellors do not have to work very important aspect of the O'verall in seclusion disregarding the efforts educational process contributing to the of each other, rather they have to success of instructional programimes at supplement each other’s work. The all levels. Guidance is a product- o f the school-counsellor has to apply tests educationists’ realisation that all individ­ and maintain records about pupil uals need assistance or counselling from achievements, their interests and time to time, the only differencse being aptitudes. The demo cratisat ion of that some people require it very 'often, eduQPvtion at the secondary school and some occasionally, and some people stage and the introduction of require more counselling than the others. diversified courses has rendered The function of guidance \s to kmo w the educational counselling essential. individuals and work towards the dejvelop- Absence of . educational coui j.ePirg ment of their inherited and environmental may leave students in a perxlexing condition and may make them Childre^n and adults are very often susceptible to wrong selection of confronted with adjustment pro­ courses resulting in misdirection of blems in their educational careers abilities. The rapidly growing aind in society. The school-coun- complexity of the work pattern in s?ellor should take stock of the our country requires special atten­ common problems that the adole­ tion in the matter of selection of scents have to face. He should try the right type of courses. to find out solutions to these prob­ lems and be ready to assist the (6) The school-counsellor has to be situdents in resolving them. Many equipped with the relevant and up­ situdents suffer from personal-social dated information about the job problems. The role of the school- opportunities in the community or counsellor is to help ease these in the country as also the job problems and effect rehabilitation skills. o f students after restoring confi­ dence in them. Social guidance The school-counsellor should assist tries to solve problems—personal the students in acquainting them aind inter-personal—whether arising with some of their abilities as well out of educational factors or out as desirable personal qualities which 0)f the social situations. If a stu­ help in the successful performance of dent finds difficulty in developing their jobs. He has to help the mature relations with age-mates, students know the information achieving emotional independence of considered important in making a parents and peers, selecting and vocational choice, such as the nature preparing for an occupation, deve­ of the vocation, the nature of train­ loping intellectual skills and the ing required, and working condition^ desired civic competence, achiev­ etc. The students have to be informed ing socially responsible behaviour about the problems a person has to and acquiring a set of values—the encounter in selecting a vocation and school-counsellor should be able to performing job. The school-counsellor assist either through rendering has to help the students in preparing individual counselling or group tentative occupational plans, depend­ counselling if students are handi­ ing upon whether they continue capped by similar problems. further vocational training outside their school or go directly into the job All cases of misbehaviour, indiscipline situations. Lastly, he should make and mal-adjustment should be re­ information about the present and ferred to the school-counsellor either possible occupational opportunities by the) teachers, principals or the parents. in the vicinity or in the country This may require eliciting detailed infor­ available to the students for whom mation about the activities of the students secondary education would be a in the school or at their homes or in terminal stage. Moreover, the school- the community. The counsellor has to counsellor must be equipped with be the safe repository of information detailed information about the institu­ about a student that may be passed on tions of higher learning so that he may to him from different sources. On no advise and guide the school graduates account he should divulge them to an in the matter of selection of right unauthorised person. If he fails in this types of institutions and suitable part o f his duty, he violates professional areas of specialisation. sanctity earning disrepute for his pro^ fession. (c) The social aspect of guidance is relatively a new-comer in its field 26. These being the functions of of functions. Its purpose is .to the school-counseliors, and guidance assist young people in the areas service being the inseparable and essen­ of understanding themselves and tial ingredient of the diversified instruc­ others, getting along with family tional programmes in our secondary and with the opposite sex. economic and higher secondary schools, let us see planning, good grooming, healthy what are our achievements in the field living and spending leisure time. of this educational activity. 7Edn.— 10 27. It was the Secondary Eiducation successors. The training programme for Commission headed by Dr. A. L. iMudahar the school-counsellor is comprehensive, that advocated the introduction of edu­ but it is of the in-service type. That cational and vocational guidance iin secon­ is to say that at the time of undergoing dary schools for the first time. On the training, the school-counsellors are in basis of its recommendation, thes Central government employ. They get all the Bureau of Educational and V(Ocational benefits of government service like any Guidance was set up for training guidance other government servant. We under­ officers, school-counseiiors and carreer stand that the bureau has approached masters at the national level. T.'he State the government for starting a diploma department of education set up tHie bureau course in educational and - ocational of educational and vocational guiidance at guidance. If this course is instituted, Patna towards the end of the financial there will be no necessity of paying year 1955-56, to be more spejcific in salaries out of the public funds to January, 1959. The State bureaui is headed the school-counsellor undergoing training. by a director who is assisted by one Official encouragement by way of stipends councellor, one statistician and o)ne social to meritorious and promising students worker. All these three prrofessional will suffice. This will help effect economy assistants of the director are in fche upper and make the supply of school-counsellors division of the subordinate edlucational to government as well as non-govern­ service each getting a salary-scale of ment schools perennial. Rs. 150—350. The bureau prep^are? tests and has been conducting a traiming pro­ 28. During the second five-year plan gramme for the school-counsellors since the bureau conducted a short training the financial year 1956-57. It also course of six months’ duration for train­ conducted short-training courses for train­ ing teacher-counsellors of the non-govern­ ing teacher-counsellors of nom-govern- ment muMpwrpose, higher secondary and ment schools from the finantcial year high schools. The bureau trained 133 1956-57 to 1961-62. Up to thie end of teacher-counsellors in a span of six the last financial year, it ha^s trained years of which only 69 are serving in their sixty one (61) school-counsellor's for the schools, others having left their former government multipurpose andi higher institutions after securing better jobs secondary schools. In the beginning of second elsewhere. Of the above number, five-year plan, 54 posts of school-G30unsellors the services of only 56 are utilised for had been sanctioned by the go)vernment guidance purpose. Thus the total for as many government muiltipurpose loss comes to 77 in terms of personnel and high schools. Since then thie number and Rs. 63,140 in terms of money. A of multipurpose schools includimg higher teacher-counsellor, as the designation secondary and high schools hass risen to suggests, has to perform the duties of a 61, but the number of the posts of class-room teacher as also of the guidance school-counsellors remain statiic. What worker, and he gets no additional remune­ may be the occasion for tr.'aining 61 ration on the latter’s account. This school-counsellors as against 54 such situation is very much responsible for posts and are these posts filleed up by dampening their enthusiasm. trained school-counsellors ? TJhe answers are not far to seek. Of the 61 school- 29. Of the 54 non-government multi­ counsellors so far trained by tlhe bureau, purpose schools and 197 higher secondary only 45 are serving in governmient multi­ schools as on March 31, 1963, only 21 purpose schools, the other 16 lhaving left multipurpose and 37 higher secondary the department for good. On thie average, schools each have the services of a teacher- the training cost for one schooli-counsellor counsellor. The remaining eleven teacher- comes to about Rs. 2,500. This has counsellors are serving in as many high resulted in a wasteful expemditure of schools, as has been said above. In approximately rupees forty thousand thirteen of the schools each having the (Rs. 40,000). On several occa^sions, the services of a teacher-counsellor, no counsellor, statistician and soc3ial worker guidance unit has been organised as yet. of the bureau have been able to S3cure We are of the opinion that the diversified better employment elsewhere and their courses of studies cannot be effectively exit has depleted the work of tbhe bureau, implemented unless guidance service is making it difficult to find thejir suitable properly organised. The training of teacher-counsellors has been suspended (d) Stome of the counsellors lack in since 1962-63 owing to the paucity of vigour, initiative and enterprise. Some funds. Suspension of this course has of them suffer from acquiescence been a great set-back for the counselling and some of them like to be allotted service in the non-government multi­ class-room teaching for obvious purpose and higher secondary schools. reasons. If' government multipurpose schools should have the services of a 31. From the description of the above­ school-counsellor, there is little justifi­ noted factors responsible for the slow cation for withholding the extension of progress in the successful working of this facility to the non-government the guidance scheme, it appears that the multipurpose schools. For each higher persons entrusted with its working have secondary school a teacher-counsellor not beem able to sell the idea among should be trained and a guidance unit the parents in general and the greater started in each of them. portion o f the blame must be apportioned to their share. If guidance programme- 30. The counselling service whether has to succeed, all heads of institutions, in government or in non-government in the first instance only those who schools is suffering very much due to the have to supervise the work of either a lack of supervision. The director of the school counsellor or a teacher-counsellor, State bureau is required to supervise the must bie thoroughly orientated in it. work of school-counsellors as well as the The sckool-counsellor should try to fit teacher-counsellors and give them guidance himself in the school system and should and professional leadership in addition to collaborate with the class-room teachers his responsibilities at his headquarters. and parents in general towards the success­ Regular supervision of counselling units is ful working of the guidance programme. not possible owing to the vast expanse of Ms Statewide juiisdiction and heavy 32. Keeping all this in view, we assignments at the headquarters. For recommend the following measures for better supervision and functioning of the improvement, expansion and better the conselling units, supervisory staff utilisation of guidance service in the State: needs to be appointed at least at the present divisional headquarters. (i) The diploma course in educational and vocational guidance of one The school-counsellors or the teacher- academic session should be immedia­ counsellors have almost failed to succeed tely started in the present bureau in their work because of the following of educational and vocational factors:— guidance (or the guidance wing of the reorganised board of secondary (а) The councellors have not been able education) to which 25 persons to gain acceptance from the heads holding honours and masters’ of their schools, colleagues and degree in psychology with good parents. clasis be admitted. Each of the trainees be awarded a stipend of Rs. 50 only, and the pay-scales of (б) The heads of institutions having no the counsellor, statistician and social orientation in guidance work do not worker working in the State bureau respond sympathetically towards should be upgraded to class II of the efforts of the counsellors. This the Bihar Educational Service to has resulted in allotment of teaching avoid outflow of talents for the State periods to the school-counsellors, department of education. in some cases up to eighteen periods a week. (n) Tlie short training course for teacher- counsellors should be revived and (c) Guidance units are not properly necessary funds for running the housed and equipped, and the coun­ course be provided in the State sellors have not been able to deliver budget. For the successful conduct the goods. The three functions of of the two training programmes and guidance—educational, vocational and research in testing, an additional post social—are not properly performed. of counsellor be created for the guidance bureau in class II of the haviing the services of a school-coun- Bihar Educational Service. sello)r. A trained whole-time coun-. sellor should get the same salary- (in) Every non-government multi­ scalte in non-government multipurpose purpose school should be gradually highier secondary school that is required to appoint one whole-time adnaissible to the trained holders of school-counsellor as the outturn hon(Ours or masters’ degree. A of trained persons progresses. As teacher-counsellor besides getting a teacher-counsellors are gradually salairy-scale according to his edu- replaced by school-counsellors, catiional qualification, should get the services of the former should be an additional pay of Rs. 20 a placed at the disposal of high school month, having no such personnel on their staff. {vii) A school having the services of eithier a teaoher-counsellor or a (iv) For better supervision and pro­ school-counsellor should set aside fessional leadership, the posts of one period a week in each class the regional supervisors for guidance for guidance work. This period service should be created in class shoiuldl be utilised by the counsellors II of the Bihar Educational Serivice con(cerned for interviewing students, along with adequate hands at each adnainistering tests and dissemi- of the present divisional head­ nati'on of vocational or occupational quarters. and social information, and for (v) Ail heads of secondary schools, giviing educational guidance to whether multipurpose, higher secon­ students. This period, however, dary or high schools, should be shoiuldl not be utilised for giving orientated in guidance work through indi vidual or group guidance, which short courses organised at the dis­ may profitably be done in the trict or subdivisional level. gui(dance laboratory. The head teachers should ensure that school- {vi) A well-equipped guidance laboratary coumsellors are generally not assigned should be built up in each of schools duties relating to class-room teaching. S t a f f i n g

In Chapter IV under the head of moral instruction. Under the head curriculum we have suggested modifications Organisation, we have recommended that in the existing courses of studies meant normally there should not be more than for diflferent types of schools. Under the forty students in a class. We have also head Social Studies we have suggested the recommended that the actual working teaching of history, geography airid citizen­ days in a calendar year should be ship as distinct units. The revised scheme extended from 226 to 240 (two hundred of curriculum envisages that the courses of forty) days by effecting reduction in the studies for class VIII will be the contin­ number of holidays. At present normally uation of general education beyond a school works from 10.30 a . m. to 4.00 p. M. class VII and students will not be required with a recess of half an hour and on to enter into the special fields of study at Saturday there is a half working day. this stage. Crafts including art for boys Usually there are 39 teaching periods in or domestic science, music and art for a week. For the successful working of the girls will be the required areas o f study in revised courses of studies there is a strong class IX. Military science including physi­ case for increasing the total working cal education will be a new subject in hours in a week in our schools, for classes X and XI, and all students of otherwise it will be difficult to allocate high and higher secondary schools will be teaching periods for the new subjects. required to take examination; in this With this end in view, we suggest the subject. The courses of studies for the following working hours which may be X llth class will be more or less identical adopted according to the convenience of with the pre-university syllabus. Provi­ schools :— sion has to be made for supervised read­ ing, vocational counselling and imparting

Number Total Total Total of no. of working hours hours of Working hours. periods periods excluding work per per day. in a week, recess teacher in a week. per week.

1 2 3 4 5 6

(i) Schools which do not bun in shifts. (a) Day sitting.

Monday—'Friday ,, (a) 10 a.m,—4 P.M. .. 8 40 30.00 2l..^0

Saturday (6) 10 A.M.— 1.15 P.M. 4 Or Monday—Satiuday « 10.30 A.M.— 4 P.M. .. 7 42 30.00 21.26

(6) Morning sitting during summer days.

Monday—Saturday .. 6.00 A.M.-10.45 A.M. .. 7 42 26.30 18,56 or Monday— Saturday .. 6.30 A.M.— 11.15 A.M. .. 7 42 26.30 18.56

{ii) SCHOOLS WHICH RUN IN SHIFTS.

(a) Morning shift.

Monday— Saturday ., 6 A.M.— 10.30 A.M. .. 7 42 25.30 17.61.

(6) Day shift.

Monday— Saturday .. 11 A.M.— 4.30 P.M. .. 7 42 30.00 21.26 It may be observed that wheth.er a teacher is expected to correct the written school sits from 10.00 am to 4 p.m . from exercises of students, prepare lessons for Monday to Friday and from 10 a .m .. to th next periods or to use the library. I P.M. on Saturday or from 10.30 a .m . to The head of the institution, whatever his 4 P.M. or 11.00 a . m. to 4.30 p.m . ont all designation, should allot 12 periods a week working days the total working hours; will to himself. The assistant head of the amount to 30 excluding the time allo)tted institution should be allotted IS teaching for recess. In the case of a school ha ving periods a week. The rest of the working Muslim students and teachers on its roll periods should be devoted, by the head and staff respectively, it may sit half an and the assistant head of the institution, hour earlier towards the morning or half to administration and supervision of the an hour later in the afternoon on Fridays class room teaching, and office work to facilitate the provision of an hour’s respectively. Except in very exceptional recess. No teaching period should Ibe of circumstances, there should be no delegation less than 40 and 35 minutes’ duration during of teaching duties assigned to the princi­ the day and morning shifts respectively. pals/headmasters and vice-principals/ assistant headmasters. It would be worth 2. The normal teaching load of a while to present the break-up of teaching teacher should be thirty out of forty-two periods between different subjects according periods and thirty-two out of 44 periods to the revised courses of studies right from in a week. During the leisure houirs a class VI to class XII.

TABLE ‘A ’

Suggested Jrameuorh of time-table far classes V I io X II.

1 2 3 4 5 6 7 8 9

XII XII for students for students VI VII V lll IXX wliose whose mother- mothe - tongue is tongue is Hindi. not Hindi. Total.

1. Mother-tongue Hindi 6 6 6 4/5 4/5 4/5 7/8 37/41 or One minority language as 6 6 6 4/5 4/5 4/5 6/7 36/40 mother-tongue (Bengali or Urdu or Oriya or Mai- thili, etc).

2. Second language (South In­ 3 3 3 3 3 3 . ■ 18 dian language) or 3 3 3 3 3 3^ — 2 20 Hindi 3. English 6 6 6 8 9 9 12/13 56/57

4. Social studies (history, geo­ 3 3 3 6* 4 4 21 graphy and citizenship).

5. General science 3 3 4 1 4 4 4 22 6. Mathema ica 4/5 4 /5 4/5 / 12/15 or 24/27 in case of bipurpose schools. 7. Physical training (VI to IX )/ 5 5 5 3 4 (Phys. training 18&26 military science including M.S. and Phys. educa­ physical education (X to X I). tion 8 .

8. Three electives •• •• •• 9 9 9t 15 42

14 9. One extra elective/tutorial •• •• •• 3 3 3 5 for those who do not offer extra elective. 1 2 3 4 5 6 7 8 9

10. Supervised reading 0/1 1/2 1/2 2 1 4/7

11. Vocational counselling 1 1 1 1 4

12. Classics 3 3 3 .. 9

13. Moral instruction 2 . 2 1 1 6

14. Fine arts (music, drawing and 3 3 3 painting).

15. Craft 4/5 4/5 4/5 ■

16. Total no. of periods in a week 42/44 42/44 42/44 42/44 42/44 42/44 42/44 42/44

Remarks.—•*Inclusive of throo periods for craft (2) including art (1) or domestic science (1), music (1),. and art (1).

t Necessary adjustment to be made, for arranging classes in elective subjects by curtailing one period each from English, military science and supervised reading.

J To be introduced in schools having adequate resources for its successful implementation, otherwise periods to be allotted to tutorial classes or electives. 3. On the basis of the above noted time table th3 foil >wing stafif may be required for the schools mentioned below ;—

TABLE ‘B ’

High Schools

Four clashes (VIII fco X I) Six classes (VI to X I)

With one W'ith two streams huma- With one With two streams huma* stream—'huma- niities and social scien- stream—-huma-nities and social scien- Standard staff for schools having nities and c«es, and natural scien- nities and ces, and natural scien* only Hindi-reading students. social ces. social ces. auiwutjs. Onie section. Two sections.

One section L . 160 320 One section 240 480 160 240

1 2 3 4 5 6 7

1. Headmaster 1 1 I 1 I I

2. Asstt. Headmaster • •• 1

Teachers for—

3» Hindi ^ 2 I 2 4. Sanskrit 3 1 ■1 ; ■1 1 5. South Indiavi language I- 1 1 1 1 1 I I 6. English J 1 2 1 1 3

7. Social studies (history, geogra­ 3 3 3 3 3 3 phy, citizenship) and sub­ jects of humanities group.

8. General science 1 ) 1 V 9. Mathemetics I I 1 I

lO. Physics 1 I I 1

11. Chemistry •• 1 1 •• 1 1

12. Biology 1 1 1 1

l3. Vocational subject group . .. •• ..

14. Health and physical educa­ 1 1 1 1 I 1 tion.

15. Guidance ..

16. Fine arts and craft 1 1 I 1 1 1

Total 10 13 15 11 14 18 TABLE ‘CJ’

5-claas highor secondary school (VIII to X II) 7-class higher secondary school (VI to X II)

Unipur- Bipurpose Mullfci- Unipur- Bipurpose Multi- Standard staff for schools poso with purposei with pose. ----- —— purpose having only Hindi- only one One section. Two sec- aminiimum One Two with a reading students. section. tions. of t.wo section. sections, minimum sectitons. of two sections 200 200 400 40(0 280 280 560 560

1. Principal li

2. Vice-Principal 1

Teachers for—

3. Hindi 2* j 2

4. Sanskrit 1

&. South Indian language 1

6. English 3,

7. Social studies (his­ 3 tory, geography and citizenship) and subjects of humanities group.

8. General science ..

9. Mathematics

10. Physics

11. Chemistry

12. Biology

13. Vocational subject group.

14. Health and physical education.

15. School counsellor..

16. Fine arts and craft

Total 11 14 19 252 12 15 21 24

♦One teacher for Hindi exclusively and the other for taking both Hindi and|Sanskrit classes.

Note.— In the case of higher secondary schools one of the teachers trained in educational and vocational guidance will perform the duties assigned to a school counsellor or one of the teachers will h^vQ to be trained for this purpose.

7 Edu.— 11. 4. In the case of schools which have from having studied it as their mother- to make provision for the teaching of a tongue have a working knowledge of Hindi, minority language, such as Bengali, not to mention English. The State Govern­ Urdu, Oriya, Maithili, Nepali, Santhali, ment may like to seek the co-operation the management besides recruiting one of its south Indian counterparts in the teacher for each of the minority languages procurement of such trilingually equipped should suitably increase the number of teachers to accept Jobs in our secondary Hindi teachers for holding classes in na­ schools. The time table suggested above tional language (Hindi), if they cannot makes it clear that the south Indian be managed with the existing number of language teacher will not have sufiicient staff. It is quite likely that a seven work-load in a small school. His services class higher secondary school whether uni- may profitably be utilised by allotting him purpose, bipurpose or multipurpose will English periods, besides his own subject have to appoint one additional Hindi (a South Indian language). teacher if students whose mother-tongue is not Hindi are enrolled in all its classes. The abovenoted tables regarding In the case of higher secondary schools with standard staff are illustrative and not larger enrolments the actual requirements exhaustive inasmuch as they do not will have to be worked out on the basis of contain the figures about the required actual teaching periods. number of clerks, laboratory assistants or laboratory boys, peons and the librarian. 5. A scrutiny of the abovenoted Moreover the staff requirement may tables showing the staff requirements for depend on the number of sections that the different sets of schools will reveal that schools have in different classes and the schools with larger enrolments are less volume of work. costly than those with poor ones. A high school having six classes with duplicated Tor the purpose of calculating sections in each of them (enrolment 480) additional staff for opening additional may be successfully run with 18 teachers sections the following table may be whereas a four-class high school with an helpful :— enrolment of 320 may have to be provided with 15 teachers. Thus for an additional

160 students only three teachers will Number of Number Number Remarks. suffice. Similarly we find that for running additional of of a five-class bipurpose higher secondary section. periods. posts to be school with an enrolment of 400, 19 sanctioned. teachers are required, whereas a seven-class bipurpose higher secondary school with an 1 2 3 4 enrolment of 5 0, only two more whole­ time teachers will have to be recruited. 1 42/4-1 1 Remaining 12 Again we find that for running a five- classes to be distributed among class multipurpose higher secondary school the existing tea­ (with three streams only) with an enrol­ chers. ment of 400 and a seven-class multipur­ pose higher secondary school (with equal 2 84/88 3 number of streams) with an enrolment of 3 126/132 4 560, only two more teachers have to be recruited for the latter. 4 168/176 6

6. Here we would like to re emphasise 5 210/220 7

our recommendation for integrating schools 6 252/264 9 with lesser enrolments into bigger units to effect economy, better organisation and 7 294/308 10 instructional facilities.

7. With regard to the teaching of a According to the work load of teachers south Indian language in the secondary suggested by us in paragraph 2 above, schools we are of the opinion that only it will appear that a teacher will have such teachers should be appointed to to work between 18 to 22 hours a week out teach the language concerned who apart of the total working hours in a school which may vary between 25.00 to 30.00 teachers and raise the standard of teaching hours depending on the climatic condition to some extent. of the place and the organisational set-up 11. The present six-week short training of the school. For the purpose of cor­ course in general methods for graduate recting the pupils’ written work, preparing teachers of high and middle schools having lesson-notes and making studies for effi­ at least five years of teaching experience cient teaching, the teachers will need more may, however, continue for a few years time than the leisure hours allotted to more till the outturn of trained graduates them during the hours and this they are from the teachers’ training colleges covers expected to find out at their homes to the requirement of trained graduates or the extent of eight to ten hours in a week. post-graduates in high and higher secon­ 9. The revised courses of studies as dary schools. Till such time, which will suggested by us in Chapter IV cannot be be about the end of the current third successfully implemented unless additional plan, we also favour the continuance of equipments are made available and some the provision for the S. T. C. trained more qualified teachers holding honours or graduates to take the diploma in educa­ master’s degrees or holding special one- tion examination as private candidates. year diplomas in academic subjects are Since the Government teachers’ training appointed. We are of the opinion that colleges are being affiliated to the regional no person holding less than a bachelor’s universities for purposes of the diploma degree should be appointed in a high or in education examination we recommend higher secondary school. No school should that this suggestion may be brought to appoint a person holding a master’s degree the notice of the universities concerned for in a subject not ofiered by the school. necessary action. Even after the end of Before advertising a post, the schools the third plan, the short training course should make it a point to examine their may continue for the purpose of orienting requirements in a comprehensive manner. and even reorienting teachers in the latest It wo\ild be useful to appoint persons with methods of instruction, and educational a cross-section of different combinations at theories and practices, but the provision their degree stage so that different subjects for private candidates to take the diploma may be covered in an efficient and econo­ in education examination may be dropped. mic mBnner. 10. We have already recommended 12. Elsewhere, we have stressed the for the institution of the one-year diploma necessity of reorganising the teachers* course in academic subjects and six-week training programme. Our teachers' short courses for orienting teacher in training colleges do not provide sufficient subject contents. We are of the opinion training facilities in the field of educational that in future only such persons should administration, supervision and curri­ be appointed to the posts of headmasters culum development. Efforts should be made or principals who hold masters’ degrees in to remove this deficiency in their training such academic subjects as are offered in programmes. schools. Besides this they should also possess a diploma or a degree in education. 13. The present salary scales of tea­ At present a high school is required to chers are low and it is difficult to obtain have a minimum of two trained graduates the services of properly qualified persons. on its staff. Now that there are six Moreover, the price-index has gone up teachers’ training colleges in the State considerably and it is necessary to revise imparting training to male teachers pro­ the pay-scales of the teaching and non­ ducing about one thousand trained hands teaching personnel. With this end in every year, the minimum number of trained view, we recommend an early enforce­ graduates to be recruited in a boys’ high ment of the following model pay-scales school should be raised to at least three. for the teaching and non-teaching personnel This provision will offer better employ­ serving in the non-Government high and ment opportunity to trained graduate higher secondary schools in the State ; —

Present. Proposed model scales. 1. Principal of higher secondary Rs. 200—10—300—E.B.— 10—450 Rs. 250— 700 + Rs. 20 allowance p0 and multipurpose schools. additional stream subject to a maximimi of Rs. 40. 2. Headmaster of high school Rs. 175— 275 (up to 200 pupils) . Rs. 220— 400. Rs. 200— 300 (above 200 pupils). Rs. 250— 450. Present. Proposed model scales.

3. Asstt. principal/Asstt. head­ Nil Rs. 200— 350 + Rs. 15 only as master where number of pupils allowance. gets stabilised at more than 320.

4. Trained holders of honours or Rs. 150— 250 Rs. 170— 275. master’s degree. Rs. 125— 200 Rs. 180— 350 (Selection Grade).

5. School-counsellor, m.\. or b .a. Rs. 170— 275. (Hons.) in Psychology with diploma in E.V.Q.B.

6. Untrained honours graduate or Nil Rs. 140— 8— 180— 10— 220. holders of master’s degree.

7. Trained graduate . . Rs. 100— 5— 125—E.B.— 4— 145— 3 Rs. 140— 8— 180— 10— 220. — 175.

8, Teacher-counsellor Salary according to qualification plus Rs. 20 as an additional pay.

9. Graduate holding diploma in Re. 100—5—125—E, B.—4—145 Rs. 140— 8— 180— 10— 220. • physical education. — 3— 175.

10. Librarian (graduate with dip- Nil Rs. 140— 8— 180— 10— 220. loma in library science).

11. Untrained graduate, trained in- Rs. 70— 3— 85— E.B.— 4— 105— 2— Rs. 100— 155. termediate, . charya and Fazil. 115.

12. Untrained intermediate, trained Rs. 50—2—70—^E.B.—2—90 Rs. 70— 4— 90— E B —8— 120. matriculate, Alim and Shastri.

13. Clerk (matriculate or above) .. Rs. 45—2—55—EB—2—75 Rs. 70— 2— 80— EB — 3— 110.

14, Laboratory Asstt. (one who has Nil Rs. 65—3—77—E.B.— 4— 105. passed the higher secondary or secondary school examination with science subjects), or Laboratory Boy (one who has Nil Rs. 45— 75. passed at least class I X with science eubjecta).

15. Peon Rs. 22i— i — 27^ Rs. 40— 1— 60.

Notes.— (i) In this salary-scale, in all cases, where emoluments are based on numerical sirength of pupils, such as, those of the head or the assistant head of the schools, the enrolment to be taken into account shall be that of the last working day of the first session of the school and of no other day.

(ii) No intermediate or matriculate or Alim or hastn, whether trained or imtrained, should be appointed henceforward in a high/higher secondary school as persons with such qualifications are not able competently to meet the situation brought about by the increased dimensions of secondary education. Salary scales proposed against each of the items 11 and 12 are meant only for the existing teachers holding these qualifications.

(m) A secondary school having not less than 5,000 useful books in its library will be ntitled to create the post of a full-time librarian.

(iv) I f the librarian is a university graduate and also holds a diploma or degree in education (besides the diploma in library science), and is required to take classes in gener^ subjects other than those dealing with library work, a personal pay of at least Rs. 10 may be given to him.

(v) Similarly, if a university graduate holding a diploma or degree in education (besides the dip­ loma in physical education), is required to take classes in general subjects other than those dealing with physical and health education work, a personal pay of at least Rs. 10 may be given to him.

(vi) The number of selection grade posts for trained holders of honours or master’s degree shall be limited to 30 per cent of the total strength of such teachers on the staff. 14. The pay-scales in the State should an early date and all teachers of second­ correspond at least to the pay-scales of ary schools will be made ’eligible for the teachers in secondary schools in the neigh­ benefits accruing from it. bouring States whose economy and finances 17. We also recommend that a separate are of the same or similar standard. We Commission for recruitment of secondary feel that the pay-scales should be raised school teachers, whose initial salary is to the point where action can be legitima­ Rs. 150 per month or above, should be tely taken to discourage teachers from set up. engaging in large scale private tuitions, 18. A profession grows by the dedica­ which lead to corruption, and to ineffi­ ciency in school work. We recommend tion of its members. It is the duty of a that as an experimental measure, prepara­ professional organisation to help its mem­ bers in the improvement of their academic tory classes to impart competent collective coaching to pupils be permitted to be and professional competence. For this organised by schools on their own initiative purpose, the professional organisation must and additional payment may be made to organise constructive professional work, the teachers concerned through the school conduct researches and disseminate infor­ from the funds accruing from the addi­ mation about the latest developments that tional fees that may be levied in such have taken place. With a view to classes. enabling the Bihar Secondary School Teachers’ Association to undertake cons­ tructive professional or educational or 15. The teaching and non-teaching research work, such as' surveys of the personnel of the non—Government secondary socio-economic condition of the teachers of schools generally feel nsecure about the different grades, organising and maintaining tenure of their services. We believe that a professional library and reading room the constitution of school boards would predominantly catering for secondary considerably improve their service condi­ education, improving the quality of the tions. journal that they are publishing, publication of text-books or teachers’ help * 16. The Secondary Education Commis­ books or original writings of teachers, etc., sion stressed the need of instituting the a suitable grant should be sanctioned by Triple Benefit Scheme for teachers. The the State Department of Education State Government accepted this recom­ and all inspecting officers and all officers mendation in principle, and in the financial of the Education Department should be year 1962-63, it decided to implement it, encouraged to keep regular contact, in but its details are yet to be worked out. educational and administrative matters, We hope that it will be implemented at with the association. CHAPTER VIII

F i n a n c e s

Education is a vital factor in the eco­ successful implementation of the courses nomic progress of a country. Economically o f studies suggested by us, for mature nations have been spending huge recruiting adequate number of well-educa­ sums of money on the expansion of educa­ ted and professionally trained teaching and tion—both quantitative and qualitative. administrative personnel, for introducing Education has started taking a rising share improved and individualised methods of of the national income even in economi­ instruction, for constructing additional cally undeveloped or under-developed class-rooms and laboratories and pro­ countries. Education is a superior viding adequate equipments, and for consumer good and any investment in it providing special services to our schools may not result in immediate increased by conducting researches in the field of production. A developing nation has to curriculum, supervision, evaluation,guidance insist on equal priority for investment in and text-book for all these adequate human capital as well as in physical financial investment is an absolute necessity. capital. Investments in these two im­ portant spheres of development supplement 4. A review of the present financial each other. Industrial development cannot condition of the secondary schools may be accomplished without improving human shed better light on their demands for knowledge and skills. more funds. As pointed out in Chapter III, secondary schools in this State are 2. Uptill now, industrial sectors have under diflferent types of management. been attracting better attention in our Schools run by the State Government and country and have so far succeeded in corporate bodies do not suffer from fin- getting better allocation of funds. In nancial instability, however, they suffer recent years there has been a growing from the inadequacy of properly trained awareness among our planners in respect and qualified staff and also on account of of better and balanced allocation of funds. overcrowding in the class rooms. There is All the world over, it has come to be imbalance in staffing and while opening realised that investment in education and of additional sections and sanctioning off the economic development must go together posts of teachers, no cognizance has been if the former cannot precede the latter. taken of the teachers’ work-load. The The p«r capita income of people who have implementation of our recommendation high educational development as also high with regard to the size of a class will natural resources is very much higher than necessitate the opening of additional sec­ of those whose educational development tions and the sanction of the additional is at a comparatively lower level in spite posts of teachers according to the standard of high natural resources. The ratio bet­ scale of staffing suggested by us in ween the two is 1:5. Education helps to Chapter VII. If these schools have to develop a citizenry which understands the offer rich and diverse instructional pro­ importance of new knowledge and its grammes, this will require allocation of application, while its absence develops more funds for engaging properly qualified superstition and ignorance. While invest­ staff, the nature and number of which ment in education gives us positive have been detailed in Chapter VII. Be­ economic returns, inadequate schooling sides this, aditional class rooms and results in low output. Lack of schooling laboratories shall have to be constructed. is responsible for lower earning capacity, increasing rate of unemployment or under­ 5. As compared to the above category of employment, excessive dependence on schools, the financial condition of thenon- State aid and the tremendous rate of Government secondary schools is far worse. population growth, They have to depend mostly on income 3. The inevitable conclusion that follows from school-fees and grants from the State from all this is that for the success of the Department of Education. It is difficult institution of democracy, adequate funds for most of the managing committees to must be found out for building weU- meet the recurring and non-recurring equipped and efficient schools. For the costs. Complaints regarding under-payment of salaries, and misutilisation and mis­ R b. appropriation of funds are not infrequently 10. Recurring grant for physical edu- 1,05,600 cation. made against them. It is not possible for the managements to raise adequate funds 11. Lump sum grant to non-Govern- 8,00,000 by way of local contribution. ment high schools recognized after 31st March 1949 and up to 6. The upward revision in the salary- 31st March 1957. scales during the last decade and a half, 12. Efficiency grant to non-Govern- 50,000 the extension of the facilities of tuition at ment high schools. a reduced rate of fees to girls and of free 13. Recurring grant for conversion 1,25,000 tuition to the students belonging to the of high schools into higher sec- scheduled castes and scheduled tribes, and ondary/multipurpose schools. the upgrading and conversion of the high 14. Dearness allowance to teachers and 3,20,000 schools into the higher • secondary and clerks of non-Government high schools recognised after 1st Janu­ multipurpose higher secondary schools— ary 1951 but up to 31st March all these factors have made the task of 1957 at Rs. 12 per month per running a school a tremendous job. While teacher. the managers have to face a great deal of 15. Assistance to the subsidised high 5,11,000 difficulty in raising adequate resources, it schools. has not been also possible for the State 16. Cultural tours of students of high 5,000 Government to share the burden of the schools. mounting costs to a reasonable degree. T otal .. .. 62,17,522 7. The following statement gives a

picture of the nature and quantum of the Plan Schemes. recurring and non-recurring grants given by the State Pepartment of Education to 1. Supply of Radio Sets.. .. 25,000 the non-Government high and higher 2. Increased rates of dearness allow- 10,00,000 secondary schools during the financial ance atRs. 15to Rs. 20 to all non-Government high/higher year 1962-63 ;— secondary/multipurpose schools.

1962.63 (Non-Plan). 3. Opening of State subsidisedhigher Rs. secondary schools in educational­ 1. Normal grant .. .. 4,15,438 ly backward areas—

2. Special subsidy to high schools 1,76,409 Recurring .. •• 1,25,000 situated in the backward areas of the Santhal Parganas and Chota Non-recurring .. .. 5,25,000 Nagpur Division.

3. Grant to non-Government high 15,50,793 schools recognised on or before the 31st March 1949, on account of revision of scales of pay to their 4. Improvement of existing subsidised/ teachers and clerks. aided/unaided high schools ;—

4. Special teaching of science and 81,168 (i) Building .. .. 1,50,000 agriculture in non-Government high schools. {ii) Science . . • • 1,50,000

5. Grant to non-Govemment high 1,24,514 {iii) Furniture and equipments.. 50,000 schools previously run by out­ going landlords. {iv) Enrichment of school library 50,000

6. Non-recurring grant for furniture 20,000 T otal 4,00,000 7. Dearness allowance to teachers and 12,82,600 clerks o f non-Government high schools recognised up to 1st Janu­ 5. Lump sum grant to non-Govern­ 3,75,000 ary 1951 at Rs. 12 per month ment high schools recognised per teacher. after 31st March 1957.

8. Reimbursement to non-Govern- 50,000 6. Grants to non-Government high ment high schools for admitting schools for physical education — Harijansfree of charge and that of aboriginals at reduced rate. Recurring) 39,400

9. Annual increment to teachers and 6,00,000 Non-recur rir.g 20,000 clerks o f non-government high schools, recognised on or before T otal 59,400 31st March 1949. Rs. part of both the central and the State 7. Additional dearness allowance at> 9,22,350 flat rate of Rs. 5 per month peir Governments by way of providing sufficient teacher of all nori-Governmenit funds for the reahzation and fulfilment high schools. of the revised and reorientated aims and 8. Grant to high schools for conver-_ 32,00,000 objectives of secondary education. Until sion into higher secondary/multi— such time as the State is able to take purpose schools. over completely the burden of secondary education, the parents and guardians will T otal 66,31,750 have to pay for the tuition of their wards. For the present, the tuition fees charged from them are bound to go up, if we Gband T otal. contemplate to engage a competent and Non-Plan 62,17,522 contented teaching personnel. To enable salaries of teachers being enhanced, we Plan 66,31,760 recommend that the tuition fees in secondary schools should be raised suitably. TOTAL 1,28,49,272

8. The above statement miakes it clear 11. Most of the non-Government high that in the matter of giving grants-in-aid schools do not have sufficient accommodation distinction and disparity exiist between in the school building for better program­ institutions started up to Mar*ch 31, 1949 ming of instruction, and library and and schools recognised after that date. common room facilities are in most oases There appears to be no justbification for quite inadequate. Good school libraries retaining this class distinctiion between have to be built up. Science laboratories schools. The abovenoted recmrring grants have to be erected and properly equipped. should be amalgamated and the budget The school managements are not in a provision suitably augmented to meet the position to raise even that much of funds entire deficit of such non-Gover:nment school which would match the Government grant. which join the proposed schiool district. It is not possible for the State Government Schools which refuse to place tlheir manage­ either to give so much of grant as to ment under the school board., should not cover the hundred per cent cost on the be given full amount of the deficit. development of secondary schools. While we would recommend a considerable 9. We recommend that thesre should be increase in the allocation of funds for only one grant giving authorit;'y, namely the secondary education in the State budget, Board of Secondary Eduication and we would like to stress the need of levy­ all grants must be channelledl through it. ing agricultural and industrial cess for 10. In recent years, under the dynamic meeting the increasing cost on secondary leadership of the central Goveirnment it has education. been possible to allocate moire funds for the expansion of secondary edlucation. The Central Government has shared the burden ZAWAR HUSSAIN. of the increasing cost on plamning second­ ary education. It has launchied centrally- sponsored schemes for improving guidance K. AHMAD. services and conducting rese?arch in the field of evaluation. It hass also been G. SINHA. spending a considerable amomnt on run­ ning the extension services fo>r the benefit NAGESHWAR SINGH. of the secondary schools. B>esides these, it has been giving matching grants for up­ RAMAKANT JHA. grading and converting high schools into the higher secondary and multipurpose GORDON E. MURPHY, S. J. higher secondary schools. "While it is heartening to note these devT-elopments, it S. THAKUR. must be realised that qusalitative and quantitative expansion of seosondary edu­ cation requires tremendous effort on the 2-7-1963. Note of dissent hy Nageshwar Singh— lingua franca of the nation and the langu­ Member. age, therefore, deserves to be developed and enriched speedily to occupy its right­ While welcoming the idea of the teach­ ful place in new emerging India. English ing of a second Indian language for is gradually to be replaced by Hindi as national integration—I am opposed to official language of the Centre and of some naming a particular language or languages. of the States and also as C hannel of com­ For national integration one language is munication between the Centre and the as important as the other mentioned in States. This process of replacement, far the language schedule of the Constitution. from being hindered, deserves to be highly But the question of choice should also be ccelerated. Some of the recommendations of judged from the point of view of utility, ahe Committee, I am afraid, may, far from i.e., which language will be used in life. taccelerating completely, hinder this process Let the learner or the guardian choose the of replacement. In any scheme of studies language which will be he pful to him in continuity of the past with the present life. To impose such an Indian 'anguage becomes essential. The classical languages, as has not the chance of being used later will being vehicles of our ancient thought and be the negation of the objective. culture easily provide such continuity and Also, to introduce the second language link and they also provide moorings in class III does not appear to be a to the students. sound proposition. It will prove too Imparting instruction through the heavy a burden for the young learner who medium of mother-tongue makes learning is not yet well-grounded even in his own much easier and speedier and in any mother-tongue. Secondly, it will be a system of education this must be the crushing burden to the State finance to central point. appoint one extra teacher in more than forty thousand schools in Bihar. Hence \Ye have recommended that English be the introduction of the second language taught to the boys from class IV. Previously should be done in class V, i.e., two years English was taught from class VIII. later. Later on it began to be taught from class VI. I very strongly feel that English Introduction of English from class IV should be taught from class VIII as pre­ as a compulsory subject is opposed. In viously. Moreover, English be put on par view of the fact that Hindi has been de­ with other foreign languages, such as, clared the national language most of the French, German, Russian, etc. The argu­ stulents of elementary schools may not ment that intensive study of English is have the occasion to use English in life. required to derive advantage out of ad­ For this vast number the time spent on vanced scientific knowledge available in intensive study of mother-tongue and English, to my mind, does not seem to national language, mathematics, etc., be convincing. This scientific knowledge instead of English will be in national should be translated into Hindi and other interest. Indian languages as the Russians and the Chinese have been doing. Russia has made NAGESHWAR SINGH, one foreign language compulsory at sec­ 28-6-1963. ondary stage and for this she has put English on par with French, German, Note of dissent appended hy Prof. Rama Italian and Spanish. We can go a step Kant Jha. further by making one paper of English compulsory for all boys from Class VIII. We have miserably failed to demarcate Another paper in Enghsh should be con­ properly the spheres of importance of verted into a paper of foreign language English, national language (Hindi), re­ other than English. Thus from class IX gional languages and the classical languages students should be required to offer in the proposed new set-up. We have been French, German or Russian as another unduly obsessed with the idea of so-called compulsory language in lieu of second increasing importance of English and have paper of English. shown complete lack of understanding of due importance of national language Hindi The increasing importance of Hindi in in the new scheme of studies.The Indian the new scheme of studies should be fuUy people have already accepted Hindi as comprehended and grasped. If Hindi has 7 Edn.—12 gradually, and speedily too, to replace Mention has been made in the Report English, it necessarily follows that3 Hindi for starting parallel English medium should occupy the same place iin any classes at Netarhat and other Government scheme of studies as English is occcupying schools spread all over the State. This to-day. I, therefore, very sincerely fceelthat provision to me seems to be far from being there should be two compulsory paipers in useful. Instead, provision be made for Hindi for both Hindi and nom-Hindi starting classes through the medium of speaking boys at secondary stag^e. But languages of the minorities in the State. instead of recommending this, wee have Thus, all over North Bihar except Saran recommended for making only one> paper and part of Champaran districts classes be in Hindi compulsory for Hindi spDeaking started through the medium of Maithili students by curtailing from two pampers as with the provision that where Urdu or at present. Again, we have recomrmended other language-reading students are in for study of one paper in Hindi com}pulsory majority classes, at such places, be started at the higher secondary stage, but Twithout through the meduim of Urdu or that any examination (at present tHiere is other language. It may be noted that provision for such examination). Maithili in Bihar is not a language of the minority. It is a regional language spoken In the existing scheme of studiies boys in homes by the people of North Bihar could offer Sanskrit, Arabic or Peirsian as except in Saran and part of Champaran tenth paper compulsorily. This pllan has districts. The people speak Maithili or one been now recommended to be dome away of its various dialects. with. For reasons stated above) I am definitely of the opinion that one jpaper in RAMAKANT JHA Sanskrit, Arabic, Persian, or Lsatin be made compulsory for all the boya. 28-6-1963. SUMMARY OF RECOMMENDATIONS

Chapter II the neighbouring high schools who may come out successful at the secondary Organisation school examination and may seek admis­ sion in the X llth class. We recommend a span of 12 years 7. A pass at the middle school (public) to cover elementary to higher secondary examination should be a qualification for education : admission to class VIII to ensure better {a) Elementary .. 7 years. standards in secondary schools. (ft) Elementary continuation, 2 years, 8. For the purpose of imparting and secondary and higher vocational education with economy, secondary exploration. central vocational schools should be (c) Higher secondary (secon- 3 years, started in the urban areas. dary—2 years). 9. There should not be more than 40 students in a section. The Tninirmim 2. Classes VI and VII should usually enrolment in a unipurpose, bipurpose form part of an elementary school. They and multipurpose higher secondary may form part of high and higher secon­ school, having five classes from VIII to dary schools in exceptional circums­ XII, should be 200, 400 and 600 res­ tances with the permission of the Board pectively, while the maximum may be of Secondary Education, Bihar. 600, 800 and 1,000 respectively. In the 3. As more financial resources are case of a high school with two streams, available, the present class VIII should the minimum enrolment should be 320 form part of elementary education. and maximum 640. 4. Class VIII should be disbanded from 10. The present arrangement in re­ basic schools, where they' exist, and in gard to co-education may continue. future form part only of high and higher 11. High or higher secondary schools secondary school, uiiJess it is maintained may be run in shifts in congested urban in present basic schools as an experimental areas where the enrolment is very high model and for this purpose the teaching and where there is no space for the cons­ staff, equipments, etc., are immediately truction of additional buildings or no upgraded in an appropriate manner. room for a separate institution for lack 5. The present policy of recognising of adequate funds. only higher secondary schools should 12. We recommend that the January be continued. Partial recognition may be to December session should continue in granted to the existing proposed high our schools. schools or newly started higher secondary schools, with permission to present can­ 13. The number of working days should didates at the secondary school examina­ be increased from 226 to 240 in a year by tion at the end of class XI. When a suitably reducing the number of holidays. partially recognised higher secondary 14. Six-monthly medical check-up of school starts class XII and fulfils all students should be arranged ^n secon­ conditions of recognition, they may be dary schools. For this, a competent accorded fuU recognition as higher physician should invariably be appointed secondary schools. by the school management. A fund may 6. In view of the financial stringency, be created in each school for running the process of upgrading schools into a co-operative drug-store in which common the higher secondary should be phased medicines may be stored for the use of and organised in such a way that at ailing students. A suitable grant should least one higher secondary school can be be given by the Health Department of placed at the disposal of the communities the State Government to secondary inhabiting each police-station. The X llth schools for this purpose. class of the existing higher secondary 15. The ^ Government Multipurpose and multipurpose schools should be Schools situated at the district head­ strengthened in such a way that they may quarters should assume the role of experi­ provide education for such students of mental multipurpose schools which can provide secondary education in all non-Anglo-Indian students in the Anglo- streams or in streams according to the Indian secondary schools against a few local requirements. In the beginning, free and half-free places provided by the one multipurpose school at each divisional Government. headquarters should be developed into a well-staffed and well-equipped experi­ 24. The Anglo-Indian secondary mental school. schools may be encouraged to implement the diversified courses of studies. 16. Adequate number of trained and qualified staff and equipments may be 25. The present rate of scholarship, provided to aU Government multipurpose awarded to the Anglo-Indian students schools commensurate with the instruc­ on the basis of their parents’ income is tional programmes offered in each of them, inadequate and steps should be taken and the existing disparity in equipments to enhance it. and the number and qualification of staff between the Government boys’ multi­ Chapter III purpose and Government Sarvodaya multipurpose schools should be done away Administration and Supervision] with very quickly. 1. Immediate rationalisation of the 17. The management of the residential units of educational administration should school, Netarhat should be entrusted to be brought about to effect even distri­ an autonomous body. bution of the administrative work.

18. Efforts should be made to start 2. The si^e of the units of educational more residential schools capable of pro­ administration should be reduced so as viding the public school-type secondary to correspond with the proposed school education but within the reach of the district. lower, middle class and working class income groups also. 3. There should be judicious selection and appointment of adequately qualified 19. Sound traditions about the service persons for supervising a high or higher conditions of the staff should be built secondary school. up at the residential school, Netarhat, always keeping in view the best models 4. There should be a frequent inter­ and the latest development in the leading change of duties between the subdivisional public-schools in the country. education officers and the lecturers of teachers’ training colleges. 20. Some seats at the Netarhat school should be thrown open to scholars of other 5. Training programmes in educational States. administration, supervision and curri­ culum development should be instituted 21. Government higher secondary or immediately. multipurpose schools at each divisional or district headquarters and residential 6. A research wing should be created school, Netarhat, should have parallel in the Directorate of education to work Enghsh-medium classes. Selected non- upon the feed-back data and problems Government higher secondary schools or relating to administration, supervision even high schools may be given this option and evaluation of educational programmes. in each division or ^strict. 7. One Assistant Director and one 22. The inspection of Anglo-Indian Deputy Director should be appointed schools should continue to be done either immediately for dealing with all academic by the D. P. I. or by one of the senior- matters relating to secondary education, most officers of the department who preferably has had a good edmcation or 8. All the bodies, statutory or other­ training abroad. wise, at present dealing with the different aspects of secondary education should 23. There should be a provision for be merged in an omnibus Board of secon­ the admission of selected meritorious dary education, Bihar, which should consist of the following wings:—organisa­ approach to the teaching of English, now tion, examination, text-book and guidance. available with Institute of Enghsh, Bihar, should be put to maximum utilisation with a 9. For the purpose of maintaining view to ensuring that at least one teacher in better control over the administration, each training school and in each Govern­ growth and planning of secondary educa­ ment or non-Government secondary tion in the State, the Board of Secondary schools gets trained there to promote the Education should set up subordinate teaching of English on right lines at school boards in each district or sub­ every stage. division or smaller areas as the need be. In no case a school district should have 9. Physical education and military more than 25 to 30 non-Government high science should be taught as a compulsory and higher secondary schools including subject in classes X and X I of the high girls schools. and higher secondary schools.

Chapter IV 10. This State should stick to the diversified courses and the curriculum of Curriculum the high school should be made identical with that of the higher secondary school 1. The instructional programme in up to the highest class of the high school. class VIII should essentially be a required This would mean that there should be programme for all pupils; electives should only one syllabus, i. e., the higher secon­ begin in class IX. dary syllabus, comprising three parts (all the three parts to be used in higher 2. The three-language formula should secondary schools) of which first and be faithfully implemented in the case second only should be taught in classes of students whose mother-tongue is X and X I of high schools. For the Hindi. They should be required to study benefit of the secondary school graduates a south Indian language as their second who may like to join the X llth class of language. The second Indian language the higher secondary school, instead or the national language (Hindi) should of joining the pre-university class, the be taught from class III. syllabus of class X II may be framed in 3. Student should be given the freedom such a way as to make it identical with the to elect an extra optional subject of his syllabus of the pre-university class. choice which may prove helpful in shaping his career. 11. The higher secondary syllabus should consist of a common core pro­ 4. English should be taught as a gramme comprising the language and compulsory subject from class IV. literature of the mother-tongue, a second 5. Provision should be made for the Indian language, i. e., a south Indian teaching of English literature, one paper, language for students whose mother- as part of group ‘A’ (humanities and tongue is Hindi, or the national language social sciences) in schools where provision (Hindi) for students whose mother-tongue exists for running Enghsh-medium classes. is not Hindi, social studies, general science or mathematics, and physical 6. The Institute of English, Bihar, education and mihtary science; and the should be adequately staffed. Tlje insti­ following eight optional groups: huma­ tute should have the services of a consul­ nities and social sciences, natural sciences, tant and a whole-time director as early fine arts, crafts, commerce, agriculture, as practicable. elementary engineering and home science. Everyday science and elementary 7. The revised syllabi of English mathematics should be redesignated as methods for the teachers’ training schools general science and mathematics respecti­ and teachers’ training colleges, as con­ vely. tained in Government notifications nos. 2924 and 2925, both dated the 4th September 12. The stand taken by the State 1960, should be fully enforced. department of education in regard to non­ inclusion of craft amongst the core­ 8. The facilities for the training or subjects at the higher secondary stage retraining of teachers in the structural is vindicated. Craft including art (drawing) should be compulsorily taughtfc to 20. In order to produce a living all boys up to class IX. In classes VIII curriculum every year after the publica­ and IX girls should be taught doimestic tion of the results of the secondary and science, music and art (drawing) in place higher secondary examinations, a seminar of craft including art (drawing). of three to five days should be organised at the State level to review the syllabi 13. Social studies should gemerally and suggest improvements in the light consist of history, geography and citi­ of experience. zenship from class VIII. 21. Courses committees for high 14. A classical language shouild be schools and higher secondary schools taught compulsorily during classes VI to should be the same as the syllabi for VIII and from class IX its study ^should both are going to be the same. be made optional. 22. For the successful implementation of the revised courses of studies, the 15. The higher secondary school high schools may be required to procure examination should be staggered to enable certain additional equipments and to the students to take their final public appoint a few teachers holding honours or examination in social studies, general master’s degree and to have their pre­ science or mathematics, the i second sent graduate teachers obtain a special Indian language or the national lamguage, diploma to qualify for teaching at the and physical education and miilitary higher secondary level. This special science at the end of the eleventh year. diploma of one academic session should This will leave the higher seccondary cover thorough and latest knowledge of students of class X II with the nnother- the newer contents of the higher secon­ tongue English, three electives and ojptional dary syllabus and should, at the same extra elective. The final school extamina- time, correspond in standard to the tion of the students of class X I oif high honours degree or the fifth year post­ schools will be the same as those of the graduate course in the subject as far as student of higher secondary school in the possible. This special diploma should subjects which the latter finish rat the be instituted immediately in all the end of class XI. universities of this State.

16. Those who pass the seccondary 23. Arrangement should also be made school examination may be allo’swed to to train the existing graduate teachers take the higher secondary school excamina- through six-week short courses in subject tion as private candidates thrcough a contents so that they may be able to recognised higher secondary schiool in handle the new syllabus properly. groups having no practical test. 24. The syllabi of agriculture, elemen­ 17. Students of higher seccondary tary engineering, commerce and home schools should not be allowed to sseekthe science should be immediately rationalised. opportunity of exercising optiom for appearing at the secondary school esxamina- 25. Hand-made paper industry should tion at the end of class X speciaU (pro­ be included as a craft subject in the higher posed class XI) which they havre been secondtiry syllabus under the craft group exercising hitherto. and its teaching should be started in some of the schools. 18. The syllabi of the pre-uniiversity class and the higher secondary school (3rd part) being similar, there should 26. Remedial measures should be be only one examination body foor both applied to students indulging in the acts so that uniformity of standards imay be of indiscipline. maintained. 27. Nothing should be taught in educa­ 19. The syllabus of dass VIII should tional institutions which conflicts with be revised immediately so that tlhe new the religious convictions and beliefs of syllabus is made available for imtroduc- individuals. Some sort of moral instruc­ tion in January, 1964. tion should be imparted to the students. 28. Participation in games and sports of the head teacher and other senior should be required activities in schools professionally trained teachers to discuss and all students who are physically fit the programmes offered by the school must actively participate in them. In the with the new members of the staff. They case of day scholars attending the school should also give demonstration of the from a longer distance, sports equipments teaching techniques with a view to initiat­ should be distributed among them, if ing the new members in the art of teaching, their number be adequate to organise if they happen to be fresh from the univer­ a game and if facilities of playing fields sity. be available in the localities from where they come. 3. The head teacher should organise horizontal and vertical staff meetings, if 29. AU students should be encburaged the number of teachers handling different to take part in co-curricular activities, subjects is large. such as, debating competition, literary activities, organisation of cultural activi­ 4. Efforts should be made to bring ties, observance of community life, etc. team-teaching into effect. The services Pupils should be trained in the democratic of a good teacher or of specialist teacher way of life. Co-curricular activities should should be utilised for educating and re­ be sponsored and handled by the class orienting other teachers. councils and school parliament under the guidance of teachers. 5. Efforts should be made to encourage developmental * reading—for effective 30. Students’ participation in the ad­ improvement in reading skills; functional ministration of finances relating to the reading—^for helping the pupils in the co-curricular activities should be en­ skiU of obtaining iiiformation*, and recrea­ couraged, invited and appreciated. tional reading—^for developing appreciation and taste. 31. All able-bodied boys and girls should be given a chance to enrol them­ 6. In learning the language of the selves in the N. C. C. or the A. G. C. at mother-tongue, care should be taken to the secondary stage. teach it in life’s rear situation.

32. The responsibility of preparation 7. Teaching of the second language or and production of text-books, prescrip­ the foreign language should aim at the tion and recommendation of text-books development of the following skills :— or reference books as are not produced, and text-book research should be assigned {a) understanding the spoken language, to the text-book wing of the reorganised (6) speaking it, Board of Secondary Education. (c) reading it, and 33. Good text-books should be allowed finally, writing it. to continue as long as they are not replaced by better ones. 8. In teaching non-language subjects, activity methods should be used. The Chapter V problem solving method also can be applied in teaching non-language subjects Methods of Teaching and, at times, it may be suitably applied in learning languages. 1. Schools should be encouraged to employ as many professionally trained 9. A small annual levy per student by teachers as may be available to them. the school to improve the school library is recommended. The money realised 2. The head of the institution should from this levy, however, should not be take care to induct the new teachers in diverted to any other purpose. such a way that they are able to identify the goal, which the institution and the 10. In order to provide whole-time members of the teaching staff have set work to the school librarian, the school before themselves, and work towards its library should not have less than 5,000 attainment. It should be the responsibility useful books. 11. Class-room should have a class 4. Since the principles underlying library according to the requirementts of internal assessment are sound, schools the age-group that it serves. The class should be given the freedom of experi­ teacher should be the custodian ofc the menting with the system of assessment class library and should maintain it with outside the framework of the secondary the assistance of his students. Mlain- school or higher secondary school examina­ tenance of the records of all libraary— tion. central, subject and class should be5 the ultimate responsibility of the librrarian 5. Before the students take final whether he works on a whole-timie or public examination, a series of tests should part-time basis. The school library slhould be administered to them. These tests be located in an airy and well-li^ghted should be comprehensive in nature and spacious room so that it may be use(kas a should train them in giving them best reading room. kind of their attainments. These tests should be less time-consuming and should 12. At least one period per week be a combination of easy and objective should be earmarked in the school time­ types of tests. table for the purpose of supervised reaading. 6. The State bureau of examination 13. The text-book wing of thte re­ research [or the examination (research) organised board of secondary educcation wing of the reorganised Board of Secondary should produce reading material suitced to Education] should prepare tests. The the different age-groups of students. bureau should train a number of subject- teachers by holding short courses so that the new types of tests may be prepared Chapter VI by them and extensively used during the Evaluation and Guidance internal examinations.

(a) Evaluation : 7. The holes in the organisational set-up of the examinations should be 1. A public examination at thee end plugged in such a way as to render of the mi,ddle/basic stage, i.e., classs VII leakage of the name of the examiners, of middle and basic schools shouild be head examiners, and tabulators impossible. re-started immediately and the umit of organisation for this examination eshould 8. To prevent the occurrence of any be the district. When more fimancial unsocial acts during the examinations, resources are available and class VIII the public law should be re-inforced and comes to form part of elementary ceduca- the hands of the administration streng­ tion in the State, the public examirnation thened in such a way as to bring the may be held at the end of class 3 VIII law-breakers to book. instead of class VII. 9. With a view to developing auditory 2. The system of internal assesssment, comprehension and expression in speech, as inforced at present, should be abcolished oral tests may be administered iri Efigfisli immediately without losing any more to students reading in classes VI and VII time and the examinees at the seccondary at least once in each school term. school and higher secondary school eexami- nations should be examined in full marks (6) Guidance : allotted to each paper. 10. The diploma course in educational and vocational guidance of one academic 3. Correction of written work of the session should be immediately started in pupils should be done and weelkly or the present bureau of educational and monthly tests should be held iin the vocational guidance (or the guidance wing manner in which this was done p»rior to of the reorganised board of secondary the introduction of internal assesssment. education). Each of the trainees should The system of tutorial classes for giving be awarded a stipend of Rs. 50 only. individual attention to the stiudent’s problem and for correction of writte3nwork 11. The pay-scales of the counsellors, may be tried wherever feasible. statistician and social worker working in the State bureau should be upgraded to Chapter VII Class II of the Bihar Educational Service to avoid outflow of talents from the Staffing department of education. 1. For the successful implementation 12. The short training course for of the new syllabus, working hours should teacher-counsellors should be revived and be increased in the secondary schools in necessary funds for running the course be the manner detailed in paragraph 1 of provided in the State budget. Chapter VII. No teaching period should be of less than 40 and 35 minutes’ duration 13. For the successful conduct of in the day and morning sittings respectively. the two training programmes and research in testing, an additional post of counsellor 2. The normal teacliing load of a should be created for the guidance bureau teacher should be 30 out of 42 periods in Class II of the Bihar Educational and 32 out of 44 periods in a week. Service. During the leisure hours, a teacher should correct the written exercises of students, 14. Other non-Government multi­ and prepare lessons for the next period or purpose schools should be gradually use the library. required to appoint one whole-time school counsellor as the outturn of trained 3. The head of the institution should persons progresses. As teacher-counsellors allot twelve teaching periods a week to are gradually replaced by school counsellors, himself. The assistant head of the institu­ the services of the former should be placed tion should be required to take 18 classes at the disposal of the high and higher in a week. Except in very exceptional secondary schools having no such person circumstances, theie should be no delega­ on their staff. tion of teaching duties assigned to the principal/headmaster and vice-principal/ 15. For better supervision and profes­ assistant headmaster. sional leadership, the post of the regional supervisor for guidance service should be 4. Schools with lesser enrolment should created in Class II of the Bihar Educa­ be merged with other such school or schools tional Service along witJi adequate hands to form bigger units for effecting economy, at each of the present divisional head­ better organisation and instructional faci­ quarters. lities.

16. All heads of secondary schools 5. Only such south Indian language should be orientated in guidance work teachers should be appointed to teach a through short courses organised at the south Indian language who, apart from district or subdivisional level. having studied it as their mother-tongue, have a working knowledge of Hindi, 17. A well-equipped guidance laboratory not to mention English. should be built up in each of the schools having the services of a school counsellor, 6. The State Government should seek the co-operation of its south Indian counter­ parts in the procurement of such triangually 18. A trained whole-time counsellor equipped teachers to accept Jobs in the should get the same salary-scale in non- secondarj’^ schools. Government multipurpose higher secon­ dary school tl^t is admissible to the 7. No person holding less than a trained of honours or master’s bachelor’s degree should be appointed in degree. A teacher-counsellor, besides a high or higher secondary school. No getting the salary-scale according to his school should appoint a person holding a educational qualification, should get an master’s degree in a subject not offered additional pay of Rs. 20 a month. by the school. Efforts should be made to appoint persons with a cross-section 19. A school having the services of of different combinations at their degree either a teacher-counsellor or a school stage so that different subjects may bg counsellor, should set aside one period per covered under an efficient and economic week in each class for guidance work. manner. The minimum number of trainC(j 7 Edu— 13 graduates to be recruited in a bo;>ys’ high and all officers of the education department school should be raised to at ]eastt three. should be encom'aged to keep regular contact in educational and administrative 8. The present six-weeks’ short matters, with the association. training course in general methiods for graduate teachers of high and middle Chapter VIII. schools having at least five yeaars of teaching experience may, however, ccontinue Finances. for a few years more till the outtturn of trained graduates from the toeachers" 1 For the success of the institution training colleges covers the requiirements of democracy, adequate funds must be of trained graduates or post-gradmates in found out for building weU-equipped and high and higher secondary schooMs. Till efficient schools. For the successful the end of the current third pllan, the implementation of the new syllabus, provision for the short training; course adequate number of well-educated and trained graduates to take the dip^loma in professionally trained teaching and adminis­ education examination as private caindi dates trative personnel have to be found out, should continue even after the emd of the additional class-rooms and laboratories third plan, the short training couirse may have to be constructed and provided with continue for the purpose of oriemting and adequate equipments, and research has even reorienting teachers in th^e latest to be conducted in the field of curriculum, methods of instruction, and eduicational supervision, evaluation, guidance and theory and practices, but the jprovision text-book. For all these, adequate financial for private candidates to take the3 diploma investment is an absolute necessity. in education examination may be (dropped. 2. The existing distinction and disparitj’^ 9. The present salary-scales oft teachers in the matter of grant-in-aid between working in the non-Government sfecondary institutions recognised up to March, 1939 schools should be revised accoording to and schools recognised after that date suggestions made in paragrapWi 13 of must be done away with. Chapter VII. 3. The different types of recurring 10 Preparatory classes to impart grants should be amalgamated and the competent collective coaching Ho pupils budget provision suitably augmented to should be organised by schools on their meet the entire deficit of such non- own initiative, and additional payment Government schools which join the proposed may be made to the teachers cconcerned school district. Schools which refuse to through the f schools from thie funds place their management under the school accruing from the additional fees that may board, should not be given the full amount be levied in such classes. of the deficit.

11. The triple benefit schemie should 4. There should be only one grant- be instituted at an early date) and all giving authority, namely, the Board of teachers of secondary schools j should be Secondary Education and all grants must made eligible for the benefits accruing be channelled through it. from it.

12. A separate commission foor recruit­ 5. To enable salaries of teachers ment of secondary school teaoheers, whose being enhanced, the tuition fees in secon­ initial salary is Rs. 150 or abowe, should dary schools should be raised suitably. be set up. 6. While a suitable increase in the 13. A suitable recurring gramt should allocation of funds for secondary education be sanctioned to the Bihar »Secondary in the State budget is recommended, the Teachers’ Association for umdertaking need for levying agricultural and industrial constructive professional or edaccational or cess for meeting the increasing cost oa research work and all inspectimg ofGc/ei's secondary education is also stressed. APPENDICES trhether recognition should b« given to High Schools along with Higher Appendix A S

No. II/C-5-02/61-E.—340« (2) 'To review the syllabus prescribed for Secondary School Examination GOVERNMENT OF BIHAR amd the Higher Secondary School Elxamination and to suggest suitable E ducation D epartment clhanges in the light of experiences gsEiined.

(3) 'To review the system of assessment, RESOLUTION itts flaws and abuses and to suggest wlhether the system should be given The August 1961 up or it should be tried in a modified fo)rm. Subject.—Establishment of the Bihar State Secondary Education (4) To review the policy to be followed Committee. wiith regard to the preparation, pmblication and sale of text-books The Government of India had, a few amd to suggest ways and means for years back, appointed a Secondary Educa­ irmproving their quality. tion Commission and some of their recom­ mendations have been implemented by (5) 'To suggest ways and means for the State Government, either in the bringing in improvement in the original or in a slightly modified form, stjandard of teaching and for pro- and some have not been implemented as vitsion of better buildings, furniture yet. amd equipments, to suggest the mtaximiim number of classes to be 2. B\iring tb.e time-lag between their tajken by a teacher in a week and recommendations and now conditions thie leisure to be allowed to him relating to the Secondary Education have amd to devise ways and means for changed considerably and new problems prfoviding individual attention to have emerged. The State Government stiudents by teachers and for intro- have, therefore, decided to constitute a dmcing the system of examining the Committee called the “ Bihar State Secon­ written work of students by teachers. dary Education Committee” to examine the prevailing system of Secondary Educa­ (6) TTo review the existing scales of tion in the State in all its aspects and pa.y, dearness allowance and other to suggest measures for its reorganisation comditions of service of teachers and improvement in the light of the anid to suggest improvements consis- experience gained. This Committee may temt with the availability of funds. consider those recommendations of the Secondary Education Commission which have not yet been implemented but they (7) T o review the extra-curricular need not be guided solely by the recom­ acltivities, the scout movement, the mendations of the Commission. Con­ N.»C.C.,the A.C.C., etc., prevailing in sidering all aspects of Secondary Education sclhools and to find out how far they should suggest any measures which, thtey^^have been able to promote in their opinion, would lead to real discipline. To suggest any other improvement. In addition, the Committee measures for promoting discipline shall deal with the following items in amiong students and the teaching particular :— staifF and the advisability of giving (1) To review the condition of Higher reliigious and moral instruction to Secondary and Multipurpose Schools stuidents with 'a view to improving and the general standard of attain­ the standard of discipline. ment of their pupils. Secondary Schools are, at present, recognised (8) T o review the working and the only as Higher Secondary/Multi­ achiievement of the Bureau of purpose School and to suggest Ed’ucational and Vocational Guidance and to suggest improvement in the entitled to draw travelling allowance at working of the Bureau. the rates admissible to Class I officers of (9) To review the working of the the State Government and halting allowance Residential School at Netarhat and at the rate of Rs. 7 for ea h night’s halt. the policy to be followed in regard When any meeting of the committee is to the opening of more public schools held at the place where the State Legisla­ of the residential or non-residential ture is also in session, the members of types. the State Legislature working on this (10) To suggest the policy to be Committee will not be entitled to any followed with regard to— travelling and halting allowances. {i) Anglo-Indian Schools. Order.—Ordered that the Resolution {ii) Miscellaneous Physical Education, be published in the Bihar Gazette and the Co-education, etc. members of the Committee and the Accountant-General, Bihar, be informed. 3. The Bihar State Secondary Educa­ tion Committee shall consist of the follow­ By order of the Governor of Bihar, ing members— S. SAHAY, (1) Shri Harinath Mishra, M.L.A.—Chamnan. Secretary to Government. (2) Shri Gorakh Nath Sinha, Director, A.N. Sinha Institute of Appendix B Social Studies, Patna.— Member. No. II/C5-02/61-E.—4380 (3) The Director of Public Instruction, Bihar.— GOVERNMENT OP BIHAR Exoffcio Member. (4) to (6) Three non-official E ducation D epartm ent educationists to be nominated by the The 23rd November 1961 State Government.— Members. In pursuance of Government Resolution (7) The Joint Director of no. II/C5-C2/61-E.—3405, dated the 30th Education (Training), August 1961, the following non-official Bihar.—Exoffido educationists are appointed to be members Secretary. of the Bihar State Secondary Education 4. The Bihar State Secondary Educa­ Committee on the terms and conditions tion Committee is requested to submit prescribed in the Government Resolution its report within four months from the itself date it starts functioning. (1) Rev. Father G.E.Murphy, Principal, 5. The Committee shall be assisted by St. Xavier’s School, Patna. a Departmental Committee consisting of the officers of the Education Department. (2) Shri Nageshwar Singh, Principal, S. K. M. Multi-purpose School, 6. The State Government have also Mokameh (Patna). decided to sanction some temporary clerical and grade IV staff for four months only (3) Shri Rama Kant Jha, M. L. A., in the first instance, for the office of the Ramkrishna College, Madhubani Bihar State Secondary Education Com­ (Darbhanga). mittee. Government orders to this effect will issue separately. By order of the Governor of Bihar, 7. The Chairman and the other non­ official members of the Bihar State Secon­ K.M.ZUBERI, dary Education Committee shall not be paid any salary. They shall, however, be Deputy Secretary to Government. Appendix C Correspondents are requested to favour the Committee with their views and sugges­ No. II/C5-02/61 E— 1113 tions on items in which they are parti­ cularly interested or concerned, or of which GOVERNMENT OF BIHAR they have special knowledge. The ques­ E ducation D epartment. tionnaire is divided into eight sections. The number of the section and the item NOTIFICATION to which the answer or memorandum relates may please be clearly indicated in The 25th April 1962 each case. Replies in English or in any modern Indian language, written on the The State Government liave been blank spaces opposite to the questions or pleased to extend the term of office of the on separate sheets, may please be sent to Bihar State Secondary Education Com­ the Joint Director of Education (Training), mittee, constituted in Government Resolu­ Bihar, and Secretary, Bihar State Secon­ tion no. 3405, dated the 30th August 1961, dary Education Committee, Secretariat and notification no. 4380, dated the 23rd Annexe, Patna-1, within three weeks of Novemberl 1961, for a period of one year the receipt of the questionnaire. Corres­ with effect from the 25th January 1962 pondents are requested to give their full and to direct that it should submit its names, designations and addresses at the report within this period. end of their replies.

By order of the Governor of Bihar, 2. If there are any points, not covered S. NATH, by the questionnaire, on which the corres­ Under-Secretary to Govtrnment. pondent desires to place his/her views before the Committee, the Committee will Appendix D greatly appreciate the expression of such views by way of a supplement, No. 1I/C5-02/61-E.— 1362. I. AIMS AND OBJECTIVES GOVERNMENT OF BIHAR. E ducation D epartment. 1, The existing pattern of secondary education in Bihar which is based broadly NOTIFICATION on the recommendations of the Secondary Education Commission, 1953, seeks to The 23rd May 1962 achieve a number of aims. Some of them may be stated as follows : — Shri Zawar Hussain is appointed Chairman, with effect from the 5th April (а) To prepare suitable students for 1962, of the Bihar State Secondary Educa­ higher education ; tion Committee constituted in Government Resolution no. II/C5-02/61-E—3405, dated (б) To be a complete and terminal edu­ the 30th August 1961, vice Shri Harinath cation by itself for most of the Mishra. students;

By order of the Governor of Bihar, (c) To promote formation of correct K.M. ZUBERI, habite and attitudes and a broad Deputy Secretary to Government. outlook;

Appendix E. (d) To develop qualities of character in students with a view to enabling THE BIHAR STATE SECONDARY them to function properly and EDUCATION COMMITTEE effectively as enlightened citizens of a democratic society ; Questionnaire (e) To develop the faculty of thinking and judging for oneself and taking The questionnaire covers a wide field worth-while decisions; of enquiry and it is rot intended that all those who are pleased to send replies {/) To promote an all-round develop­ should necessarily answer every question. ment of the student’s personality; (g) To develoji praefcical cffieiencj and their recommendations in 1953, some of vocational bias in students ; which have been implemented, it is neces­ sary to modify or alter in any way or to (h) To promote interest in liberal arts, reorientate the generally accepted aims and literature and cultural activities; objectives, as outlined above, or to formu­ late any fresh aims of secondary educa­ (i) To enable each student to p epare tion ? If so, please make specific sugges­ for life suitably according to his or tions. her own aptitude and capacity ; 3. (a) Do you consider it desirable and (j) To develop in the students a sense practicable to retain the specialised objec­ of true patriotism which would tives of secondary education as indicated imply (i) a sincere appreciation of above, or would you emphasise the deve­ all that is good in our country and lopment of general intelligence and ability people, (ii) willingness to recognise which can be the basis for specialised the weaknesses we suffer from and orientation and training according to the adopt measures for their eradication, sphere of life and responsibilities in which (iii) resolve to serve it to the best the adolescent is placed ? of their ability by subordinating individual interest to the larger (6) Do you consider it practicable to interest of the country, (iv) a realiza­ achieve at the secondary stage the target tion that our country is a member of of education complete for practical life ONE WORLD and can live happily without circumscribing the general and only with other co-members j plastic ability of students ?

(k) To equip educated young people completing the secondary education II. ORGANISATION with the necessary technical know­ ledge and skill that may help them 1. In the existing organisational pattern in producing standard finished goods of education we have the following stages:— and thus increase the national wealth and general standard of (a) Elementary or Basic—Grades I to living ; VII (Middle) or VIII (Basic),

(I) To prepare personnel for the execu­ (b) Secondary (four years)—Grades VIII tion of the various schemes of to XI, national development as well as leaders at village, circle, district and (c) Higher Secondary (five years)— such other intermediate levels. Grades VIII to XI (SpL).

(i) Do you accept one or more of Several high/higher secondary schools these aims as correct ? maintain also grades VI and VII along with the higher classes. In case, you like (ii) If so, which of these aims have, to make any change in the pattern, please in your opinion, been realised give your suggestions. fully or partially, and which ones have not been realised at 2. How would you integrate the secon­ all? dary school with the elementary school on the one hand and with the university on (Hi) If you think that secondary the other ? education in this State has failed to realise any or all of 3. (a) Should there be vocational, these aims, or any other desir­ technical and trade schools for those whom able aims, to what causes do academic courses do not suit ? you attribute such failure ? (6) If so, what should be the organisa­ 2. Do you think that in view of the tional set-up of these schools ? social, economic, political and other changes that have taken place in the country since 4. Should these schools be controlled the Secondary Education Commission made by the Education Department ? 5. Should there be a competitive {iv) Provision of adequate/qualified/ entrance test for admission to class VIII specialised/optimum staff, , of a high or a higher secondary school ? What should be the subjects and | the (v) Administrative effectiveness and distribution of marks for them in that organisational soundness responsive test ? Should the test not contain separate to the growth of cducants, papers for Mathematics and Everyday Science or a combined paper of both ? (vi) Financial needs of the school, and 6. Do you feel that there should be {vii) Financial resources of the State. age-limits for admission at different stages ? If so, please give your suggestions. (а) In this context, what in your opinion, school be the maximum 7. What Ineasures would you suggest size of (i) a high, (ii) a higher to check undesirable rush to the univer­ secondary and (iii) a multi­ sities ? purpose school and what should be the maximum number of 8. Do j’-ou favour co-education at the students in a class or section secondary stage ? If not, why ? of such institutions ? (б) If you favour a small school, say 9. Should women teachers be employed with enrolment less than 600 in cj-educational schools wh^re boys in rural and 1,000 in semi-urban predominate ? or urban areas, how would you finance the overheads and the 10. Do you tliink boys and girls in a cost of small classes ? co-educational institution will have better adjustment in life ? 15. Are you in favour of or against running high or higher secondary schools 11. Would you advocate joint partici­ in shifts ? If yes, please suggest timings. pation of boys and girls at secondary If no, please give reasons, keeping in view school stage in recreational and cultur^ the limited financial resources of the State. activities ? If so, what practical measures would you recommend to ensure that such 16. (o) Do you favour the opening of participation is healthy and useful as well evening schools in urban and industrial as popular ? areas ?

12. Would you suggest a few important (6) Should these be of the same pattern measures of your choice which can help as day schools ? If no, what should be the to make co-education more acceptable to difference ? the public ? 17. When should the academic yeai? begin ? Should it be divided into terms 13. What should be the equivalence of or sessions ? If so, please suggest the classes of a high school with thos* of a number of terms or sessions in an academic higher secondary schools ? year and their duration.

14. The determination of the size of a 18. (a) Do you feel the number of school and of a class may be related to holidays in schools is more than necessary ? factors like the following :— (6)^What number would you suggest ? (i) Individual attention, tuitional efifi- ciency and intensity, and clasi- (c) What do you favour, long vacations room techniques, or short-term hoHdays ?

(n) Class discipline, {d) What is the annual average number of working days of the school lost on (iii) Requirements of diversified courses account of the holding of various kinds of vis-a-vis the aptitude of itudentc, non-internal examinations on the school and of differentiated curricula for premises ? How can this loss be com­ the more gifted ones, pensated ? 19. In which directions, would you 30. Since the students admitted to the make improvements in the organiisation of Netarhat School are all selected on merit, government schools ? 1'lease give concrete should not education there be made free to suggestions. all? 20. Should all the government schools 31. Would you suggest any modification be run as residential schools ? in the present system of selection for 21. What features of public schools, admission to the Netarhat School ? or residential schools, as known to you, can be profitably introduced into asecondary 32. Given the same advantages, could schools ? not many other schools run by non­ government agencies achieve the same or 22. Are you satisfied with the conditions even better result than what the Netarhat in the school hostels ? What are the short­ School has been able to do ? comings ? Suggest remedial measures. 33. How does it, in your opinion, 23. (a) What are your suggestions for compare with the other leading Residential improving the provision for medi cal care of or Public Schools in the country ? pupils at the secondary stage ? 34. Would you favour the estabhsh- (6) How would you improve t he school ment of a girls’ residential school in this health service in the State ? State ? If so, should it be owned and (Please see also Q. 66 under Cuirriculum.) managed or only subsidised by the State? Should it have both the primary wing and 24. How far has the Residen tial School the higher secondary wing or only the at Netarhat been able to achieve the latter ? What should be the pattern of its objects for which it was establisBied ? organisation ?

25. (a) After considerable expenditure 35. (a) What are the good features of over it, was it, in your opinion, desirable Anglo-Indian Schools that you consider to run the Residential School, Metarhat, as worthy of imitation ? Which of these have an ordinary multi-purpose school ? Do you attracted its non-Anglo-Indian clientele consider this an adequate realisa tion of the most ? aims and objectives for which the school was started ? (b) What is the contribution of these schools to the general advancement of (b) Should this school also go in for education in the country ? the Indian School Certificate Examination which is going to replace the Cambridge 36. How far have the Anglo-Indian Syndicate Examinations from 19(63? Schools been able to absorb the significant features of Nayee Taleem ? 26. Which of its special features do you appreciate ? What has been its special 37. What is the position of teaching contribution in the field of secondary modern Indian language in these schools? education in the State ? Please suggest improvements you consider necessary. 27. Has the isolated locatiion of the Residential School, Netarhat,, affected 38. Should the inspection of Anglo- adversely the education of the pmpik there ? Indian Schools be entrusted to the inspect­ If 80, please give your views about its ing officers of the Education Department at possible better location and the advantages different levels in the same way as that of that may accrue from that. other schools ? If yes, why ? If not, why 28. l5 the high living of the pupils in not ? the school there conducive to their proper adjustment in life ? 39. What modifications in the set-up and working of Anglo-Indian Schools would 29. Is it desirable to have Residential you suggest with a view to improving or Public Schools at similar cost or should them as instruments of education in a the pupils be required to bear their costs ? democratic State ? 40. Do you consider that popular (6) Removal of an office-bearer or a interest or demand with respect to English- member ? medium schools has grown since inde­ (c) Formation of ad hoc committee ? pendence ? If so, what steps would you (d) Reconstitution of the committee ? suggest to meet this situation ? {e) Withdrawal of the grants of the III. ADMINISTRATION AND SUPER­ school ? VISION. (/) Withdrawal of the recognition of the school? 1. Should secondary education be the responsibility of— 7. How many members should a managing committee have ? (i) State Government, (n) Local bodies, 8. Should any educational and other qualification be prescribed for the {iii) private agencies ? membership of a managing committee ? What are the reasons in support of 9. Are you in favour of the nomination your statement ? of officials to the managing committees ? 2. Should all the secondary schools be If so, please suggest the officials you would managed by the public or by the State ? like to have on the committees. (а) Should both these types of schools 10. Should the management of high or exist side by side ? higher secondary schools be made over to block development committees or gram (б) Should the establishment of more panchayats ? and more non-government schools be encouraged and be given wide 11. Would you favour the formation autonomy in the construction of of district education planning committees the syllabus and the raising of for secondary schools as well on the resources ? pattern of those for primary education ? 3. (a) Are you satisfied with the way 12. {a) Should there be the same of State-subsidised high schools managed pattern of managing committees for at present ? schools in backward, rural and urban areas ? If not, in what respect would (6) If no, please suggest measures for you hke them to differ from each other ? improvement especially with regard to meeting their financial liabilities, appoint­ (b) What should be the constitution ment and control of stafi", and ensuring of the managing committees of the local interest and initiative in running State-subsidised schools ? the schools. 13. What autonomy should be given 4. Do you feel that ‘the schools run to the managing committees in the by organised private agencies, such as management of the affairs of schools ? missions, societies and trusts, etc., whether 14. Do you consider it desirable and denominational or non-denominational, useful that the universities, large govern­ are better managed and are, therefore, ment departments and business firms who doing better service in the field of edu­ admit or employ students passing fi;om cation ? If so, please state your views on secondary schools, should be provided them and indicate how their best features with opportunities for expressing their can be assimilated in other schools. views about the secondary school products ? 5. Please suggest measures to improve 15. Would you, in this connection, the management of schools which are like the system of a few schools being managed inefficiently. sponsored or adopted by colleges for the 6. In case of serious mismanagement sake of academic inspiration and guidance and violation of. rules and departmental without involving any administrative orders by the managing committees, what interference ? remedies would you suggest ? 16. (a) Are the existing conditions laid (a) Suspension and dissolution of the down for the recognition of high and committee ? higher secondary schools adequate ? 7 Edn.—14 (b) Should recognition for teaching do not interfere with the internal adminis­ physical and natura] sciences or vocational tration of the institutions ? subjects be given separately ? 25. Do you not agree that the heads 17. Should there be the same set of of schools should have full say in the conditions for the recognition of schools internal administration of their institutions in backward, rural and urban areas ? subject only to departmental guidance ? If no, suggest special conditions for the 26. How would you like the idea of schools situated in each such area. converting some of the good schools into 18. What should be the requirements experimental schools or encouraging the of a high and a higher s^econdary school setting up of new ones of the type ? in— What should be the guiding criteria for (а) land, these schools to function differently from (б) funds (reserve and general), other schools ? (c) building, 27. Should these schools be released (d) library, from ordinary departmental control ? If so, to what extent ? (e) staff, (/) equipments for teaching different 2S. How far would you consider the subjects, including physical and estabhshment of semi-residential tutorial natural sciences and vocational schools, charging a rate of fees which can subjects, enable the size of a class to be limited to 25 students and to pay the teachers a (g) residential quarters for teachers ? scale of salaries which compensate fully for the loss of income from private tuition 19. Should there be relaxation in the feasible ? What kind of help or subsidy conditions for the recognition of girk’ should such schools expect 1 high/higher secondary schools ? If so, to what extent ? 29. What should be the qualifications for the inspecting staff meant for the 20. (a) Is it necessary to form special supervision of secondary schools ? boards for examining conditions for the recognition of secondary schools ? (а) Teaching experience in a secondary (6) What should be the constitution school ? and strength of such boards ? (б) Degree or Diploma in education ? 21. (a) Do you feel satisfied with the (c) Special training in educational inspection done by specialjboards ? Please administration ? state your views making suggestions, if any, for improvement. {d) Any other qualifications ? (6) Should there be any charge for the 30. What should be the organisational inspection of a proposed school by pattern of the inspectorate for secondary a special board ? Should any honorarium education ? be paid to the latter for their work ? 31. W'hat should be the maximum 22. Should schools, rkow, be recognised number of high and higher secondary as , higher secondary schools only or as schools that can be entrusted to an ins­ high schools too ? Please give your pecting officer for effective supervision ? views both regarding boys’ and girls’ 32. Is the present inspection of the schools. schools purposive and effective ? If not, 23. Suggest the specific powers which what are your suggestions for its improve­ should be vested |in the head of the ment ? secondary school to enable him to have 33. Should there be teams of subject better control over the institution specialists at district or divisional level in maintaining discipline among students to guide the schools in organising the and teachers and in the utilisation of teaching of the subjects ? Should these school funds ? be ad hoc teams of selected teachers ? 24. What st«p» do you suggest to 34. Do you favour regular interchange ensure that the managing committeea between inspecting and teaching itaff ? If so, suggest details. Should this oorer IV. CURRICULUM non-govemment institutions also ? 1. Do you consider that the curricula 35. Are the suggestions given by the as drawn at present for high and higher inspecting officers complied with by the secondary schools are heavy/adequate/ school authority ? If not, what measures comprehensive/ light for the students for would you suggest to ensure compliance ? whom they are meant ? Is the present 36. What should be the relation between work-load in each subject of the higher the inspectorate and the managing com­ secondary course uniform ? mittees of non-government schools ? (а) high schools ; Are you satisfied with the existing relation­ ship ? (б) higher secondary schools. 37. Will you favour the idea of vesting 2. Does the curriculum meet the the district education officers with more psychological and emotional needs of the powers to deal with the managing com­ students for whom it is meant ? Is it mittees which violate departmental satisfying to the adolescents ? instructions ? If so, give definite 3. Does it have enough scope for the suggestions. If no, why ? development of correct social attitudes 38. Should there be separate women in students, specially with respect to officers for girls’ education ? emotional integration ? 39. In view of the increasing dimensions 4. Wliat subjects would you like to of secondary education, do you consider be taught in high and higher secondary it necessary to reorganise (a) the ins­ schools as compulsory subjects ? Up to pectorate, (b) the Bihar School Examina­ class XI (Spl.)? Up to class X (Spl.) tion Board, and (c) the Board of Secondary only ? Up to any lower class ? Education, Bihar ? If so, please give 5. At what stage should diversification your suggestions about each separately. commence ? Please state what you 40. Do you suggest any change in consider the right age and the right class the present system of exercise of control for this. b3’^ the Education Department over the 6. What have been the failings of managing committees of high and higher diversified courses ? Enlist a few. secondary schools ? 7. Are you satisfied with the existing 41. {a) Should there be a research syllabi for everyday science, physical and wing attached to the department of natural sciences and vocational subjects ? education to promote research in the If not, please make definite suggestions problems arising in the field ? for improvement. (Please see also Q. 21 (6) What should be its composition below.) and function ? 8. Are you satisfied with the syllabi 42. Some of the important factors in prescribed for higher secondary schools ? the administration of non-government If not, what improvements would you secondary schools at present are— suggest in the syllabus for each core and elective subject other than those mentioned (i) the State’s increasing financial in question 7 above ? assistance, 9. What measures do you suggest for (u) departmental nominations to the higher education of pupils coming out managing committees, and of higher secondary schools with vocational {in) regulation of appointment and subject-groups ? service conditions of staff. (i) Should they be straightway admitted (a) Do these encourage the interest and to a technical or professional initiative of the local comn-unity in he pro- college ? aotion of secondary education ? (n) Should there be a pre-technical or (b) Do you consider such increasing pre-vocational class for them ? overnmental control conducive to the (in) Should they be admitted on the rowth of democracy ? basis of competitive entrance tests to be held by the college to which student should be allowed to find they seek entrance ? and work out his own level of differential attainments ? 10. What place should crafts have in the scheme of secondary education ? 18. Do you propose for those entering universities and for those taking to 11. Would you favour every secondary vocations after completing their secondary school teaching at least one craft as a school course : core subject ? (a) separate curricula, 12. What modifications in the agri­ culture syllabus would you suggest for (6) or the same curriculum but higher those who study agriculture in higher score requirements for their entering secondary schools so that they may be university ? eligible for admission to the agricultural 19. Should there be complete parity or colleges in Bihar ? identity in the contents of the syllabi 13. What modifications in the engineer­ of the corresponding classes of a high ing syllabus would you suggest for those school and a higher secondary school, at the higher secondary school stage who such as, between the syllabi of class X want to go in for higher education in of a high school and class IX (Spl.) of engineering ? a higher secondary school ? If so, up to which class ? 14. Do you feel there is any recogni­ sable gap between the curricula of the 20. Should there be the same curricu­ primary and the higher secondary stages lum for the final class of the higher which hampers the continuity of studies secondary as that for the pre-university and retards the progress of pupils ? If so, or lice ver a ? Please give reasons for what are your sugge'stions to fill up the your suggestions. gap or gaps ? 21. Do you consider it desirable to 15. Do you feel that there are overlaps continue social studies and everyday or unnecessary repetitions in the courses science in the regular curriculum or would of study of certain subjects which may you prefer them to form part of the well be eliminated in the interest of methods to foster the general knowledge economy ? Please enlist your suggestions of the students ? (Please see also Q. 7 for each subject on a separate sheet of above.) paper. 22. (a) Do you advocate any change in 16. Do you think that even in the the system of teaching three languages same class the units in different subjects compulsorily at the secondary stage as are so integrated as to be of mutual help approved by the State Government in in learning them ? resolution no. 3572-E., dated the 25th or September, 1958 ? Do you consider that this integration (b) In which grade should the teaching has not been achieved and should be of the second Indian language commence ? brought about ? (c) What should be the position of 17. To meet the needs of students of classical languages in the secondary different levels of intelligence in the curriculum ? secondary schools do you consider that : (d) What is the utility of the study of {a) There should be different curricula a classical language as the extra tenth for the gifted and the average subject for the secondary and higher pupils ; or secondary examinations ? (6) the same curriculum be done more (e) Are you in favour of making intensively with the gifted and less English compulsory for all pupils and in intensively with the pupils of average all classes ? In what class should the merit ; teaching of English commence ? or 23. Is the existing curriculum— (c) the teaching process need not be made more complex and that each (i) related to community life, (ii) designed to train students in (c) If the latter, should the selection utilising their leisure hours profitably, of books out of the prescribed list be left to the heads of schools and their (iii) capable of developing a sense of teachers or to the inspecting officers, or broad patriotism in the pupils, to both ? {iv) suitable for creating sense of (d) Would you, if the latter alternative curiosity and a desire for knowledge ? is preferred, reserve the power for the What are your suggestions for im­ department to black-list such books as provement ? do not conform to the standard but are sought to be pushed by selling pressure 24. The existing curricula for high and policy ? higher secondary schools do not provide for religious and moral instruction. Do 33. In case of nationalisation, would you approve of the existing arrangement? you suggest a high-powered committee If not, why ? or an autonomous corporation to ensure successful operation 1 What should be 25. Do you think that the absence of the composition and the functions of such such instruction has been responsible a body ? for undermining discipline in the students ? Please elucidate your answer. 34. In case of leaving the production of text-books to private agencies, what 26. If you want religious and moral measures would you suggest to exercise instruction to be included in the curricu­ effective control on them ? lum, what should be the form of imparting it so that it does not in any way injure 35. What should be the criteria for the religious susceptibilities of any sec­ the selection of authors, reviewers and tion of society ? editors of manuscripts of the text-books ? 27. In what classes should this be 36. Should there be a text-book imparted ? research bureau ? If so, what should be its composition ? 28. Should religious and moral ins­ 37. What should be the functions of truction be included in the school time­ the text-book research bureau in the table ? How many periods a week do selection and production of text-books ? you recommend for this ? 38. In case of having a text-book 29. Should the methods of teaching research bureau, is it necessary to have a religious and moral instruction be placed separate text-book committee ? If not, on the list of methods subjects at the should they be amalgamated ? teacher education institutions ? (Please see Q. 5 under Staffing.) 39. Do you consider it desirable to change the text-books every year or 30. Are you satisfied with the text­ every two or three years ? How long books prescribed for secondary school would you like a text-book to continue ? classes in different subjects ? If not, please state their shortcomings. 40. Do you think it necessary to lay down definite and clear criteria for the 31. Should the publication of text­ paper, type, illustrations and the format books be nationalised or left to private of the text-books ? publishers ? 41. What are your suggestions for the timely supply of text-books to students ? 32. (a) Would you like the books on the various subjects to be specificaUy 42. What are your suggestions for prescribed ? Or, M^ould you prefer the checking the publication and sale of laying down of detailed syllabi and leave spurious and unauthorised editions or the selection of books to the heads of reprints of text-books ? institutions ? 43. Is it necessary to provide notes for (h) If the former, should there be only teachers on every text-book for the one text-book in a subject prescribed for guidance of the teachers ? the whole of the State or a number of 44. Should help-books and guide- books them ? be approved for teachers ? 46. Should, there be complementarj ©Ten though N.C.C. and A.C.C. have laboratory guide-books in subjects been made compulsory ? What fpurposie requiring practical work ? will they serve ? 46. Should supplementaTV books in 56. What is the place of scouting and different subjects be also approved for guiding in the formation of character and pupils ? development of the personality of the adolescent ? 47. (a) Dojyou think that the cost of books incurr^ annually by guardians is 57. Till such time as A.C.C. and N.C.C. heavy ? are made compulsory, will it be advisable to make scout and girl guide training (6) If so, what measures do you con­ compulsory for those who are not enrolled sider feasible for reducing this burden ? for N.C.C. or A.C.C. ? (c) Do you approve of the text-books 58. How far should the State encourage being difiPerent for a student as he is and to what extent should it control and promoted from class to class or would finance scout and guide movement in the you prefer some standard books to cover State ? the syllabi for a number of classes ? 59. Do you think we should also 48. (a) What methods and kinds of introduce the national discipline scheme in books should be used for fostering the secondary schools ? If so, please suggest curiosity and expanding the general a workable plan for its implementation. knowledge of students ? 60. Are the existing facilities for health (6) Would it be possible to transfer and physical education in secondary the contents of social studLies and every­ schools adequate ? If not, what are the day science to rapid reading books and shortcomings ? booklets to be made available through school libraries ? 61. Many schools have no playground. What should be done to make it available 49. Do you consider the existing to them ? facilities provided to schools for the training of N.C.C. and A.C.C. adequate ? 62. Is onlj’^ one teacher of physical If not, what are your own suggestions for education adequate for a secondary improvement ? school ? If you suggest more, what should be the teacher-pupil ratio in physical 50. Do you like N.C.C. and A.C.C. to education ? be made compulsor}:^ for all pupils in the secondary schools ? 63. Should the teacher of physical education be given any allowance over 51. Has there been any definite and above his salary for additional work improvement, in the tone of schools and done in the morning and evening ? If so, the discipline of the students as a result what amount do you suggest ? of N.C.C. and A.C.C. training ? 64. Should there be any examination 52. Should there be provision for in health and physical education ? If so, N.C.C. and A.C.C. in the school time­ what should be its form ? table ? 65. {a) Do you agree that for the 53. If so, what time do you suggest success of physical education programme suitable for it, {a) in the beginning of in schools it is necessary to make arrajige- the school hours, (6) dnring the school ment for mid-day meals ? Should this hours, (c) after the school hours ? be through canteens or through compulsory 54. If this training has to be given, levies ? do you think that provisio*n of refreshments (b) Do you like to allow outside for cadets should be made ? If so, what vendors of edibles to run business in or should be the amount per cadet per near schools ? Or would you prefer parade day ? canteens to replace them ? 55. Should boy scout and girl guide, 66. Should there be arrangement for junior red cross and ambulance brigade a regular medical check-up of the pupils ? activities be also organised in the schools Please suggest measures to make it effective. (Please see also Q. 2S under 4. Should the daily notes contain Organisation.) details of what and how they teach ? 67. (a) How should the athletic funds of the schools be utilised ? 5. Do teachers of the same subject and of other subjects meet together and plan (b) Should there be a committee for out their lessons for correlated teaching drawing up budget, etc., for the same ? as far as it is practicable ? (c) What should be the composition of the committee ? 6. Should this be done ? If so, please suggest a workable plan. 68. What measures would you suggest to check indiscipline in games and sports ? 7. Are the teaching material, e.g., 69. What other activities would you maps, geometrical and mathematical suggest to improve discipline among the appliances and scientific apparatuses made students ? full use of by the teachers ? 70. Will you please suggest a co­ 8. Some of the recognised methods in ordinated programme of co-cun*icular difierent subjects are given below. In activities for secondary schools ? the light of your own experience, please mark out those which you think useful 71. What hobbies would you suggest and practicable :— for the pupils to cultivate ? 72. Do you favour provision of indoor (i) Languages— games in schools ? (a) lecture-c^im-explanation, 73. (a) Do you feel too many non­ (b) translation, academic actWities keep pupils so engaged (c) direct, that they cannot give adequate time to their studies and thus they suffer in (d) structural approach, their intellectual attainments ? (n) Social sciences— (6) If so, what would you suggest for striking a balance between curricular and (a) text-book recitation, oo-curricular activities ? (b) lecture-cwm-explanation, 74. Are you in favour of charging (c) discussion, pupils with responsibility to manage th» (d) problem project, affairs of their school ? If so, to what (e) unit; extent ? Would you also suggest steps or methods to ensure that such self- (ui) Natural sciences— government is real and not merely a (a) lecture, show ? (b) laboratory, V. METHODS OF TEACHING (c) demonstration-cwm-discussion, (d) problem project, 1. Do you feel satisfied with the iray (e) unit. in which teaching is done at present in the secondary schools ? If not, what ’ Please suggest any other method which changes would you suggest by way of you consider more useful and practicable. improvement ? 9. Do you consider that objectives of 2. Do teachers prepare their plan of teaching, learning experiences, and tools work (a) for the whole year, (6) for every of evaluation should be closely related ? month, and (c) for every week ? If so, what would you like to do to orient methods of teaching towards If not, should they prepare all the desirable outcomes of secondary education ? three types of plans or any one ? 10. Is the correction of pupils’ written 3. Should teachers prepare notes of work as at present done by teachers lessonB daily and be guided by them in effective ? If not, what are your sugges­ teaching their subject* ? tions for improvement ? 11. Are the existing libraries in the (c) scope of answers, schools adequately furnished to serve the (d) criteria of marking, and recjuirements of teachers and pupils ? (e) any other ? 12. What should be done to make the library service eflfective ? 3. What should be the criteria for the selection of question-setters, head exami­ 13. What measures should be adopted ners, examiners, moderators, tabulators, to develop reading habits in teachers and etc., for the centralised type of examina­ pupils ? tion ?

14. Should there also be class libraries 4. (a) Are you in favour of decentra­ attached to the different classes in a lising the existing external examination school in addition to the central school conducted by the examination board ? library or libraries and (at places) the common room and the hostel libraries ? (b) If so, should it be held at divisional or district level ? 15. Should there be class libraries of supplementary reading books financed (c) What machinery do you suggest on a contributory and co-operative basis to conduct it ? by the students ? If so, from what age or class should the boys be allowed to 5. At present the examination for the take them home ? diploma in physical education is held by the Bihar School Examination Board. 16. Should the school library be utilised The examination for the diploma in educa­ for community purpose and vice versa ? tion of the government teachers’ training If so, please suggest a plan for doing so. colleges is held by a departmental exami­ nation committee of the Education Depart­ 17. How should the school library be ment. The final examination of the utilised during vacations ? trainees in the school counsellors’ nine- month course at the educational and 18. (a) What measures would you vocational guidance bureau, Bihar, is suggest for improving library service in held by the bureau itself for which diplomas schools ? are due to be awarded. The institute of English which is going to be started in (6) How can we make provision for Bihar will also have to award diplomas. supervised study and library work in schools ? In this context, please give your views on whether these examinations should be 19. In what order of preference would held or should continue to be held and you consider factors like enrolment, diplomas awarded by the departmental strength of staff, utilisation o f books, etc., examination committee or whether the to serve as bases of library grants ? conduct of these examinations and the award of diplomas should be entrusted 20. Have you any comments and either to a university in the relevant suggestions on the present system of region or to a separate board to he consti­ library grants, coupons, and book-hsts ? tuted for this purpose by the government. (It may be kept in view that for reasons VI. EVALUATION of policy it is essential for the State Government to have control on the 1. What are the merits and the defects syllabi for these examinations and diplomas of the external examinations conducted whatever may be the examining authority.) at the end of the high/higher secondary courses ? 6. Are you in favour of having an external examination at the end of middle/ 2. Will you please point out the basic school stage ? If so, please give defects, if any, with respect to — reasons. (a) coverage of the courae, 7. Are you satisfied with the annual (b) language of the questions, class examinations held in secondary schools for promoting students to the 12. Do you agree that a full record next higher class— of the pupil’s aptitudes, activities, his {a) If not, what defects do you find attainments, his behaviour, etc., should in them ? be maintained for purposes of internal assessment ? If so, please suggest a (6) What remedial measures would 'pro forma. you suggest ? 13. What amount of the pupil’s written 8. What improvements would you work should a teacher be expected or suggest in the existing system of internal asked to correct (and follow it up) every examinations in the school ? Which of week/month for purposes of internal the' following measures will you favour assessment ? most ? (а) Have questions from outside the 14. If this system of assessment is to school ? continue, would you favour the retention (б) Get the answer-books examined of separate marks for ingenuity in each by external examiners ? subject ? If not, how will you judge the pupil’s ingenuity ? (c) Have an inter-school examination board formed for questions, etc. ? 15. Would you favour the restoration {d) Introduce viva voce 1 of 100 per cent marks to the written (e) Hold periodical tests ? examination in each paper and the prepa­ ration of results on their basis, along with (/) Allow schools in their discretion a separate recording but simultaneous to do away with a number of publication of the internal assessment periodical examinations and marks, also at the rate of ICO marks per adopt the system of continuous progress test in each subject in paper 1 a week/fortnight ? 16. Should there be any organisation (g) Introduce internal assessment, at State, divisional and district levels to total or partial ? guide the schools in conducting internal assessment and evaluating the progress 9. Are you satisfied with the achieve­ made in the work ? If so, what should ments of the existing system of partial be the composition of such an organisa­ internal assessment in high and higher tion ? secondary schools’ ? What are its demerits ? What suggestions would you make for 17. Taking all the factors in favour removing the defects and against it, what should be done with the present internal assessment ? Should 10. If there are demerits in the system it be— of assessment, please^ state how far they are— (а) continued in the present form, (б) suitably modified, (а) inherent in the principle of (c) replaced with some other suitable internal assessment, system, and {d) abolished ? (б) due to faults in the technique Please give reasons for your answer. of the present system, 18. What is your estimate about the (-) due to lack of proper organisa­ proper balance between the time and tion and supervision in the energy devoted at present to teaching implementation of the scheme, and examination ? Is there any scope (c?) due to want of proper guidance and method for securing a better balance ? and other facilities to teachers, 19. Are the guardians, even educated (e) due to lack of interest and co­ ones, interested in knowing the progress operation on the part of teachers ? of their wards in the schools ?

11. If this system of assessment suffers 20. What measures do you suggest to from subjectivity, what are your sugges­ keep them informed of and to interest tions for improvement ? them in their wards’ progress ? 7 Edn.— 15 21. Do you think that special provision 31. What provision of trained personnel, for a guidance programme in secondary funds, and facilities do you consider the schools is necessary ? essential minimum for a successful and effective guidance programme in a non­ 22. Does it help the pupils in choosing government high/higher secondary/multi­ subjects of their interest ? purpose school, a government multi-purpose school, a teachers’ training college, and a 23. Does it help in providing informa­ district as a whole ? tion to pupils and their guardians of the educational and occupational opportunities 32. Do you think that the choice made available for them (pupils) ? by pupils on the basis of the counsellor’s advice has proved to be appropriate 24. Does it help in solving individual (a) invariably, (6) most often, (c) sometimes, problems of educational and emotional and (d) seldom ? adjustment, such as, under-achievement, lack of interest in reading, faulty study- 33. If you have made any study of habits, timidity, shyness, aggressiveness, the predictive value of the counsellor’s etc. ? advice, please give your views on the same. 25. At what stage should guidance be introduced in a school ?— 34. What have been the achievements (а) Primary ? of the educational and vocational guidance programme in this State ? (б) Middle ? (c) First year of the secondary 35. Would you suggest any modifica­ stage ? tions in the organisation and functions of (d) First year of the higher secondary the guidance bureau } stage ? State the reasons for your preference. VII. STAFFING

26. What portion of the pupil’s time 1. What should be the standard can be conveniently given for guidance ? teaching staff for a four-class (five-class during the transitional period) and a six- 27. Should guidance be provided to class (seven-class during the transitional (а) all pupils as a routine programme, or period), (a) uni-purpose higher secondary (б) only those pupils who experience need school, (6) bi-purpose higher secondary for it ? school and (c) multi-purpose school ? Please give your suggestions under each 28. Should guidance work be done by head on a separate sheet of paper. (a) a specialist, (6) every school-teacher, (c) a class-teacher, (d) the head of the 2. What should be the minimum school ? qualifications of the teachers having regard to the classes/subjects they teach ? 29. Has the introduction of guidance created any special problems in the 3. What should be the minimum school ? If so, please list them in order qualifications of the head of a high/a of their seriousness— higher secondary school ? (a) 4. How many leisure periods should (b) be given every week to a subject teacher/ (c) a class-teacher/a teacher in charge of a (d) cG-curricular activity, witH or without an allowance attached to it/an assistant 30. If the guidance programme is not headmaster ? going ahead for want o f facilities, list them in order of their importance— 5. What, in your opinion, are the (a) shortcomings of the teachers’ training (b) colleges in the State in so far as they (0 ) affect the quality of staff in the secondary (d) schools ? What measures would you suggest for their removal and for the im­ 15. Are the service conditions of teachers provement of the colleges in these respects ? (including librarians and clerks) in non­ (Please see question no. 29 under Curri­ government schools satisfactory ? If culum.) not, what are your suggestions for their improvement ? 6. Is the existing annual six-week short training course for untrained graduate 16. What measures would you suggest teachers useful ? Should it continue ? to give security of service to teachers ? If not, why not ? If yes, would you suggest any measures for its qualitative 17. In case of wrongful discharge of improvement ? teachers by the managing committees, what suggestions do you make to right the 7. What kinds of in-service training wrong ? for teachers would you suggest in the present context for improving the quality 18. What should be the composition of teaching in schools ? of the appellate body for hearing appeals preferred by teachers against violation 8. What would you suggest as the of their service conditions by the managing scales of pay for the teachers and the committee ? heads of schools of qualifications recom­ mended by you against questions 2 and 19. Do you think it necessary to fix 3 above ? any time-limit within which the case must be disposed of ? If so, please state the 9. Are you in favour of allowing same. private tuitions ? If so, please specify the scope and extent. Should a set of 20. Would you suggest any separate rules be laid down to govern private set of rules guiding the service conditions tuitions by teachers employed m schools '? of the staff of the State-subsidised high If so, please suggest specific rules. schools ?

10. What would you suggest for 21. Should the posts of the heads of helping poorer pupils, who cannot pay schools be provincialised or left as it is ? for private tuition, to get over their defi­ Please give reasons for your answer. ciencies ? Should the State pay for their extra coaching and the requisite 22. Should the posts of clerks be pro­ extra staff ? vincialised ? Please give reasons for your answer. 11. Would you support a proposal to raise the school fees in selected schools 23. Would you have the posts of for (i) reducing the size of the classes and clerks, teachers, and heads of State- appointing more teachers and (n) raising subsidised high schools made transferable ? the salaries of the teachers in order to prohibit private tuition ? (Please see also 24. What should be the age of superan­ question no. 6 under Finances.) nuation of teachers ?

12. Should there be free education for 25. What financial help would you the children of teachers ? If so, up to suggest for teachers after their retirement ? what stage ? 26. Would you suggest measures for 13. Should there be a service commis­ building up a compassionate fund for sion of the type of the Public Service aiding the families of teachers dying Commission to select teachers for appoint­ prematurely without having accumulated ment in non-government schools ? a reasonable amount in any contributory insurance or provident fund ? 14. Would you favour the formulation of specific rules regarding recruitment, 27. How would you help the secondary duties, and other service conditions of school teachers’ association to transform employees in inferior service in these itself into a body (say, like the medical schools ? If so, please give your sugges­ council) which the Education Department tions briefly. would look up to for co-operation in liieasures of educational reform and to which they (concerns) are located or should which it would refer cases of unethical it go to finance education throughout the conduct of teachers for disciplinary measures ? State ? How can the State Government best assist the teachers in achieving this % 11. Certain kinds of grants are given to pre-1949 schools, other to pre-1957 VIII. FINANCES schools, and dearness allowance grants to recognised schools— 1. Is the existing financial condition of non-government high and higher {a) Do you regard such categorisation secondary schools sound ? fair and helpful to the proper development of the schools ? 2. What percentage of these schools has, in your view, sound finances ? (b) Does the present system of giving recurring grants take cognisance of the quality of' 3. Would you make any suggestions work done in the schools as for improving the financial condition of well as their basic needs ? secondary schools ? (c) If not, what should, in your 4. Should the tuition fee be increased % opinion, be the best criteria If so, what tuition fee will you prescribe and a rational set of formulae for different classes ? for giving grants-in-aid on a consolidated basis ? 5. Should additional fees be charged from pupils offering physical and natural 12. What non-recurring grants should sciences 1 If so, what should be the rates be admissible to a high, a higher secon­ for different classes ? dary and a multi-purpose school for (a) building, (fe) laboratory, (c) library, 6. What would be your comments (d) teaching appliances and (e) other on the recommendations of the Bihar equipments ? Unemployment Committee that private enterprise for running both primary and 13. What are the chief merits and secondary schools charging a high rate demerits of the present mode of distribut­ of tuition fees to cover the costs incurred ing grants to non-government schools for by having small classes with higher land, buildings, furniture and teaching salaries of teachers should be encouraged ? equipments for purposes of curricular as (Please see also question no. 10 under well as co-curricular work ? If you feel Staffing.) the position is not satisfactory, please give concrete suggestions for improvement. 7. Should education be made free up to secondary stage ? If so, how to meet 14. What wiU you consider a reasonable the cost ? ratio of State expenditure over the well- defined sectors of education : the elemen­ 8. What according to you should be tary or basic, the secondary, the univer­ the standard expenditure of a four-class sity and the social ? and a six-class liigh school, a higher secondary school and a multi-purpose 15. What should be the proportion of school ? financial contribution from (») the State 9. Should the industrial concerns be funds, (ii) the tuition fee revenue, and made to pay a part of their expenditure {Hi) other sources, such as, donations, over wages paid to labour for financing subscriptions, etc., to the budget of the education ? If so, what percentage of it secondary school ? shoidd they pay % 16. Should the Government take over 10. Should the income so derived all the financial assets and liabilities of from the industrial concerns be utilised the secondary schools or liabilities only ? for financing education in the area in Appendix F 3. In view of the fact that the question regarding improvement in scale of pay No. 1080. of the teachers has already been referred to the Committee, State Government have GOVERNMENT OF BIHAR decided to await its recommendation in the matter before taking further action in regard thereto. The State Govern­ E d u c a t i o n D e p a r t m e n t ment have been pleased to decide that the other two points, i.e., From (1) payment of dearness allowance at a Shri s . SAHAY, flat rate of Rs. 25 per month to all teachers irrespective of their pay; S e c r e t a r y t o G o v e r n m e n t , and

To (2) grant of one increment to them for every three years of service in fixing THE SECRETARY, their pay in the revised scale should also be referred to the Bihar State B i h a r S t a t e S e c o n d a r y E d u ­ Secondary Education Committee, for c a t i o n C o m m i t t e e , P a t n a . its recommendation. I am according­ ly to request that the aforesaid ques­ Patna the 29th April, 1962. tions may kindly be also considered by the Committee and their specific Sir , recommendation in regard thereto furnished to the State Government. I a m directed to say that the Bihar State Secondary Teachers’ Association 4. An assurance has been held out have demanded inter alia - by Government to the Bihar State Secon­ dary Teachers’ Association that the (1) that the scale of pay of teachers of Committee’s recommendation on the non-Government high/higher secon­ aforesaid points will be obtained by them dary multi-purpose schools should be in 5 months’ time. increased; 5. I am accordingly to request that the (2) that dearness allowance should be aforesaid facts may kindly be placed paid to teachers of non-Government before the Committee and that the Com­ high/higher secondary multi-purpose mittee’s recommendation on the afore­ schools at a flat rate of Rs. 25 said points may kindly be made avail­ per month instead of at the existing able to the State Government by the rate which varies from Rs. 20 to end of August, 1962. _ Rs. 25 per month, depending on their pay; and Yours faithfully,

(3) one increment for every three S. SAHAY, years of service should be allowed Secretary to Oovernment. to experienced teachers in fixing their pay in the revised scale intro­ Appendix G duced in the year 1957. REPORT OF THE BIHAR STATE 2. The Bihar State Secondary Edu­ SECONDARY EDUCATION COMMIT­ cation Committee has already been requested TEE ON THE PAY-SCALE OF SECON­ to review the existing scales of pay, DARY TEACHERS. dearness allowance and conditions of service of teachers and to suggest improve­ The Bihar State Secondary Education ments therein consistent with the avail­ Committee, constituted under Government ability of fund. Clause (6) of paragraph of Bihar’s resolution no. 3405, dated the 2 of Government’s Resolution no. 3405, 30th August, 1961, has to examine the dated the 30th August, 1961 may kindly prevailing system of secondary education be referred to in this connection. in the State in all its aspects and to suggest measures for its reorganisation and improvement in the light of experi­ ence gained. An important item of the Category of Present scale. Proposed scale. teachers. terms of reference is “ to review the exist­ ing scale of pay, dearness allowance and other conditions of service of teachers (m ) R s. 200— 300 Es. 200— 10— and to suggest improvements consistent (up to 500 pupUs). 250— E.B.—'15— 325. Subject to with the availability of funds” . Govern­ maximum of ment have, however, in their letter no. Rs. 30. 1080, dated 21st April, 1962 asked for the Committee’s specific recommendations (3) Assistant Nil R3. 150— 10— 200 on the following points within the avail­ Principal/Head - — 16— 275 plus an master (wliere allowance of Rs. able resources :— number of pupils 15. is more than (i) improvement in the scale of pay 320). of the teachers of all grades in {4)(o) Trained Rs. 150— 250 Es. 150— 10— 250 holder of honours Selection grade. non-Government Secondary Schools; or master’s Rs. 125— 200 Rs. 150— 10— 200— 15— 275 for two (n') payment of dearness allowance at in Multi-purpose a flat rate of Rs. 25 per month to schools and one in bi-purpose higher all teachers irrespective of their pay; secondary schools. and (6) Trained Rs. 100— 5— 125 Rs. 100— 5— 130 graduate. E.B.— 4— 145— E.B.— 6— 190. (iii) grant of one increment to them for 3— 175. every three years of service in fixing (5) Untrained Rs. 70— 3— 85— Rs. 70— 3— 85— 4— graduate, trained E.B.— 4— 105— 125. their pay in the revised scale I. A., Acharya E.B,—-2—■115. introduced in 1957. and Fazil. (6) Untrained I.A ., Rs. 50— 2— 70— Bs. 50— 2— 66— E. The report was required by the end of trained matri- E.B.— 2— 90. B.— 3— 90. culate, Alim and August, 1962 but the same could not be Shastri. submitted owing to delay in the receipt (7) Clerk . . Rs. 45— 2— 55— Rs. 50— 2—66— E.B. of relevant information from the sources E.B.— 2— 75. — 3— 90. concerned and Government was requested (8) Peon . . Rs. 22J— 27i Rs. 221— ^— 27 to give a month’s more time. NOTE. 2. The resources available are discussed at length in part IV of the Pay-Scale (1) The pay-scale of the Assistant Principal/ Sub-Committee’s report a copy of which Headmaster shall be not lower than the pay-scale of the seniormost assistant master, or the assistant is appended. The substance of our master or masters in the selection grade of the Proposals and recommendations is given highest pay-scale .obtainingin the school, besides his below:— special allowance of Rs. 15. {a) Proposed salary scales : (2) It may sometimes happen that the senior- most assistant master in the selection grade of the highest pay-scale in the school is also the Assistant Principal/Headmaster of the school. If so he will draw also the special allowance attached to the Category of Present scale. Proposed cale. post of the Assistant Principal/Headmaster. teachers.

(3) (a) Two posts in multi-purpose (with at least (1) Principal of Rs. 200— 10— Rs. 200— 15— 350 three streams) and one post in bi-purpose (with at higher secondary 300- E.B.— E.B.— 15— 500. least two streams) higher secondary schools in the aad multirpurpose 10—•450. Rs. 20 allowance scale of Rs. 150— 10— 250 shall be upgraded into School. per additional selection grade posts in the scale of Ra. 150— 10— stream subject to 200— 15— 275. This arrangement will stand till the maximum of the number of posts sanctioned for holders of honours’ Rs. 40. or master’s degree is as at present. If this number increases on account of the sanctioning of more (2) Headmaster of (i) Ra. 175— 275 Rs. 175— 10— 2 2 5 - such posts, the proportionate increase in the ntimber high school. up to 200 pupils. E .B .— 15— 300. of selection grade posts may be considered. Rs. 15 allowance per additional (6) The above provision of selection grade post stream. applies only to trained holders of honours' or master’s degree. (c) Untrained holders of honour’s or master’s that the scale presently recommended will degree in the newly sanctioned posts, whether in service serve as basis of progressive improvement at present or to be employed hereafter, shall continue to be in the pay-scale of Rs, 150— 10— 250 or Rs. of the emoluments of secondary teachers. 125— 6— 200 or any other pay-scale admissible to them, according to qualifications, as the case may G. SINHA. be. in terms of Government orders ia force. 29-D-1962, (b) Government dearness allowance.— We have proposed that the Government G. E. MURPHY, S.J. dearness allowance to each teacher in 29-9-1962. non-Government secondary schools should be brought to a flat rate of Rs. 25 per K. AHMAD. month. 29-9-1962. (c) Further school dearness allowance.— In case the managing committees raise S. THAKUR. the school fees as suggested, proceeds of 29-9-1962. five per cent of the increase should be given as further school dearness allowance. Proceedings of the meeting of the Bihar State Secondary Education Committee {d) Triple benefit scheme.—This may be held on 25th September 1962 at 11 a.m. adopted and the details may be worked and adjourned meetings held on 27th. out quickly. We recommend that every September 1962 at 11 a.m., and 29th teacher of secondary schools should be September 1962 at 9 a.m. in the office made eligible for these benefits. of the Director of Public Instruction, Bihar, in the Secretariat Annexe, Patna-1. (e) Service Commission.—We recommend that a separate Commission for recruit­ Members Present:— ment of secondary school teachers whose initial salary is Rs. 150 per month or 1. Shri Zawar Husain, Chairman, above should be set up. If it is more B. S. S. E. C. (in the Chair). Membeis. economical, a secondary school wing for 2. Shri K . Alimad, Director of Public this purpose may be added to the Uni­ Instruction, Bihar. versity Service Commission. 3. Shri G. Sinha, Director, A.N. Sinha 3. The calculation of additional cost Institute of Social Studios, Patna (on 25th and 27th September involved in implementing the proposed 1962 only). pay-scale is given in item 2 (ii) (6) of the 4. Rev. Father G. E. Murphy, S.J., proceedings of the meeting of the B. S.S. Principal, St.-Xavier’s School, E.C. held on 25th, 27th and 29th September Patna. 1962 a copy of which is also appended. 5. Shri Nageshwar Singh, Principal, The immediate annual additional cost S. K . M. Multi-purpose School, would be approximately Rs. 20 lakhs Mokamah (Patna) (on 25th and and the ultimate annual additional cost 27th September, 1962 only). would be approximately Rs. 1.89 crore, 6. Shri S. Thakur, Joint Director of Education (Training), Bihar, 4, The Committee feels that the emolu­ Patna— Secretary. ments of secondary teachers should be still better so that they may be reason­ Special invitees present : ably contented and at the same time good 1. Deputy Director of Education talent may be attracted for employment (Secondary), Bihar. in secondary schools. Our present recom­ 2. Deputy Director of Education mendations are an interim report in res­ (Planning), Bihar. 3. Deputy Director of Education ponse to the urgent and specific reference (Basic and Primary -1) , Bihar. on the subject made by Government. In the main report of the Committee, we hope Absent : to go into more details of the question of 1. Shri Ramakant Jha, Ram Krishna emoluments and all the associated problems College, Madhubani (Darbhanga). such as, standard staff, hours of work, ser­ (on 25th, 27th and 29th Septem­ vice conditions, etc. etc. We firmly believe ber, 1962)—'Member. Proceedings are recorded below against 2 (w) . . (6) The calculation of additional cost on each item of the programme; — pay and allowance of secondary teachers 2. (i) To confijpm tho pro­ Confirmed. involved in imple­ menting the proposed ceedings of the last pay-scale prepared meeting of the Com­ for the information of Government, is mittee held on the outlined below. This 13th August, 1962, should be read after paragraph 16 of the report of the Pay- {ii) To consider the revised Considered the revised report of the Pay- report of the Pay-Scale report of the Pay-Scale scale Sub-committee. Sub-Committee appoin­ Sub-Committee and re­ (i) Approximate number of teachers of different ted in resolution no. solved that the report categories of Non-Government secondary schools of 2(ix), dated 3rd July be adopted with the Bihar on 31st March, 1962. 1962 of the Committee amendments indicated and to finalise recom­ below :— Category of Schools. No. of Standard Total no, mendations on pay- Schools. staff. of Bcale for submission to (a) The modifications teachers. Government. suggested by ShriK. Ahmad, D. P. I., (1) Six-class Multi­ 30 18 540 Bihar, in the pay- purpose Schools. scale proposed by (2) Four-class Higher 50 14 700 the Sub-Committee secondary schools. be incorporated in (3) Six-class higher 100 16 1,600 the recommendations. secondary schools. A copy of the sug­ (4) Four-class High 1,120 10 11,200 gested modifications is schools. appended. (See page (5) Six-class High 300 12 3,600 114).) The proposed schools. pay-acale as modified by D .P .I.’B. sugges­ Total 1,600 17,640 tions is as follows

_^ Serial Category of Present Proposed F urther improvements no,. teachers. scale. scale. suggested by D, P. I.

1 2 3 4 5

2 Headmaster of High {») Ks. 175— 275 Rs. 175— 10— 225— Plus Rs. 15 allowance peraddl. School. (up to 200pupils). B .B .— 15— 300. stream subject to tne maxi­ mum of Rs. 30. (ii) Bs. 200—300 Rs.200— 10— 250— (up to 500 pupils). E .B — 15— 325. Assi stant Principal/ Nil Rs. 150—10—250 Rs. 150—10—200— 15— 275 plus Headmaster (where an allowance of an allowance of Rs. 15. number of pupils is Rs. 15. more than 320). Trained holder of Rs. 150—260 Selection grade Rs. 150— honours’ or master’s j Rs. 150-10—250 200— 15— 275 for two in degree. Rs. 125—200 j multi-purpose schools and one in bi-purpose Higher Secondary School.

Note. (1) The pay-scale of the Assistant Principal/ Headmaster shall bo not lower than the pay-scali of the seniormost assistant I master, or th e, assistant master or masters in the selection grade of the highest pay-scale obtaining in the school, besides his special allowance of Rs. 15. (2) It may sometimes happen that the senior-most assistant master in theselection grade of the highest pay-scale in the school is also the Assistant Principal/Headmaster of the school. If so, he will draw also the special allowance attached to the post of the Assistant Principal/Headmaster. (3) (a) Two posts in multi-purpose (with at least three streams) £ind one post in bi-purpose (with at least two streams) higher secondary schools in the scale of Rs. 150— 10—-200 shall be upgraded into selection grade posts in the scale of Rs. 150—'10 — 200—-15—'275. This arrangement will stand till the number of posts sanctioned for holders of honours’ or masters’ degree is as at present. If this number increases on account of the sanctioning of more such posts, the proportionate increase in the number of selection grade posts may be considered. (6) Tho above provisioii of selection grade posts applies only to trained holders of honours’ or master's

(c) Untrained holders of honours’ or master's degree in the newly sanctioned posts, whether in service at present or to be employed hereafter, shall continue to be in the pay-scale of Es. 150—'10— 250 or Rs. 125—•5—200 or any other pay-scale admissible to thorn according to (iualifications, &s the case may be, in terms of Government orders in force. {ii) Approximate-number of teachers of non-Govern- Amount in ment secondary schools in different scales of Rs. pay. 3. Allowance to 150 Principals at the 3.000 rate ofR s. 20 per month. 4. One increment to 300 Headmasters at 4,500 Category of teachers. Pay-scale. No. of the rate of Rs. 15 per month. teachers. 5. Allowance to 300 Headmasters at the 9,000 rate of Rs. 30 per month. 6. Allowance to 920 Headmasters at the 13,800 Per month. rate of Rs. 15 per month. 1. Principals in 180 multi- Rs. 200— 500 180 7. Cost in upgrading 810 posts of Assis­ 36,450 parpose and higher tant teachers into those of Assistant secondary schools. Principals/Assistant Headmasters at the rate of Rs. 45 per month includ­ 2. Headmasters in 420 Rs. 175— 300 420 ing allowance of Rs. 15 per month. high schools. 8. Cost on the upgrading of the scale of 5,250 3. Headmasters in 1,000 Rs. 200—-325 1,000 210 trained holders of honotirs’ high schools. and master’s degree at the rate of 4. Assistant Principal/Assis- Rs. 150— 275 810 Rs. 25 per month. tant Headmaster in 9. Dearness allowance at the rate of Rs. 5 88,200 810 high and higher per month to 17,640 teachers. secondary schools. 5. Assistant teacher at Rs. 150— 275 210 Total 1,64,100 the rate of 2 in each multi-purpose a,nd one Annual additional cost=Rs. 1,64,100 X 12=R s. in each higher secon­ 19,69,200 say Rs. 20 lakhs in round figure. dary schools. 6. Assistant teachers at Rs. 150—’250 210 {iv) Ultimate cost on pay and allowances of the rate of 2 in each non-Government multipurpose, higher secondary multi-purpose and one and high school teachers. in each higher secon­ dary schools. 7. Assistant teacliers at the Rs. 125—'200 540 rate of 3 in eachmulti- Total pvirpose and higher No. of Monthly expendi- secondary schools. Category of teachers. teach- average ture in 8. Assistant teacher at Rs. 100—'190 4,800 ers. pay. rupees. the rate of 3 in each multi-purpose, higher secondary and high Rs. schools. 1. Principal (Rs. 200— 500) 180 374 67,320 9. Assistant teachers at Rs. 70—'125 8,870 the rate of 6 in each 2. Headmaster (Rs. 175— 420 270 1,13,400 multipurpose and six- 300). class higher secondary school, 4 in each 3. Headmaster (Rs. 200 1,000 295 2,95,000 of four-class higher — 325). secondary school, 5 in each high school and 4. Assistant Principal/ 810 245 1,98,450 one in each o f 790 Headmaster (Rs, 150— high schools where 275). Assistant Headmasters are not to be appoin­ 5. Assistant teacher 210 245 51,450 ted. (Rs. 150—275). 10. Assistant teachers at Rs. 50— 90 600 the rate of 2 in each 6. Assistant teacher 750 225 1,69,500 o f six-clsss high (Rs. 150—250). schools. 7. Assistant teacher 4,800 158 7,58,400 Total 17,640 (Rs. 100— 190).

8. Assistant teacher 8,870 104 9,22,480 {Hi) Approximate additional cost on pay and (Rs. 70— 125). allowances of non-Government multi-purpose, higher secondary and secondary school teachers 9. Assistant teacher 600 76 4,56,000 in 1962-63. (Rs. 50— 90). Amount in rupees. 10. Clerk (Rs. 50— 90) .. 1,600 76 1,21,600 1. One increment to 180 Principals at 2,700 the rate of Rs. 15 per month. 17,640 teacher 27,43,200 2. Allowance to 30 Principals at the rate 1,200 4-1,600 clerks. of Rs. 40 per month, Edn.— ’ 6 BQation given to him, Total annual expenditure on pay— and Shri Nageshwar ~Bs. 27,40,200x12=3,29.18,400 .. (I) Singh, Member, who Total expenditure on dearness allow­ did not attend the ance at Rs. 26 for 17,640 teachers and meeting on 29th 1,600 clerks— September 1962 could not sign the report = Rs. 25x 1&,240x 12 = R s. 67,72,000 .. (U) as they were not Total annual expenditure on pay and al­ available here. lowances— {in) To consider anything It was decided that a = R s . 3.86,90,400 .. (IJ) & (II). else that may arise. tour programme for = R s . 3,87 croro (in round figure). the Committee to visit (ii) . . (c) The draft o)f tlhe report secondary schools of to be suibrmitted to different types in the Governmemfc was con­ districts may be sidered amd was prepared for the second signed bjy the half of October and members present. for November and Professor G.. Sinha, December, 1962 and Menber, w>ho was the same, after approval at the tinue aittending of Chairman, be com­ an urgentb meeting municated to members of the F’inaance Cor­ with a request to join poration, sitgned the as many trips as report lateer. Shri possible. RaTia Ejantt Jlia, Member, wlho could not attbemd the S. THAKUR, meetings cm 26th, 27th and 229th Sep­ Secretary, B.8.S.E.C. tember 19622, mspite of telegraiphiio infor- 2 9 -9 -1 9 o 2 . MODIFICATIONS (IN PROPOSED PAY-SOALE) SUaGESTED BY DIRECTOR OF PUBLIC INSTRUC- TION, BIHAR.

Serial Category of teachers. Pr€9semt scale. Proposed scale. Further improvement no. suggesttd by D.P.I.

6

2 Headmaster of high school .. (t) ®B., 176— 276 (up to Rs. 176— 10— 226— E.B. Plus Rs. 16 allowance 2C00 pupUs). 16— 300. per additional stream subject to the maxi­ mum of Rs. 30. (u) H e.. 200— 300 (up to Rs. 200— 10—260— E. 6f00 pupils). B.— 16— 326. Assistant Principal/Head- Nil Rs. 160— 10— 260 + Rs. 150— 1 0 -2 0 0 — 16— master (where number of an allowance of Rs. 16. 275 plus an allowance pupils is more than 320). of Rs. 16. Trained holder of honours or Rs. 16(0— 260 1 Selection grade Rs. 160— master’s degret. Rs. 160— 10—250 — 10— 260— 16— 276 for Rs. 12{6— 200 J two in multi-purpose schools and one in bi- purpose higher second­ ary schools.

N ote.-(1) The pay-soale of the Assiistaant Principal/Headmaster shall be not lower than the pay-scale of the seniormost assistant master, or tth© assistant master or masters in the selection grade of the highest pay-3oale obtaining in the school,, boesides his special allowance of Rs. 16. (2) It may sometimes happen that thie sseniormost assistant master in the selection grade of the highest pay-soale in the school is also the Assisitamt Principal/Headmaster of the school. I f so, he will draw also the special allowance attached to the post of Assistant Principal/Headmaster. (5) (o) Two posts in multi-purpose (witlh at least three streams) and one post in bi-purpose (with at least two streams) higher secondary s(choools in the scale of Rs. 150— 10—>250 shall be upgraded into selection grade posts in the scale of IRs.. 150— 10— 200— 16— 275. This arrangement will stand till the number of posts sanctioned for holders off honours’ or master’s degree is as at present. I f this number increase on account of the sanctioning of more such posts, the proportionate increase in the number of selection grade posts may be consideired*. (6) The above provision of selection gp^acde posts applies only to trained holders of honours’ or master’s degree. (c) Untrained holders of honour’s or master’s degree in the newly sanctioned posts, whether in service at present or to be employed he)reaafter, shall continue to be in the pay-scale of Rs. 160—10—260 or Rs. 125—6—200 or any other pay-sceale adnaissible to them according to qualiflcations, as the case msf,y be, in terms of Govtrnmmt orders iui force, K . AHMAD. 29-9-1662. Appendix H ground that without such arrangement, education of the ^ children of a local com­ Summary of Recommendations munity will suffer badly. (6) Class VIII should be disbanded from CHAPTER I basic ischools where they exist and in future it should form part only of high A i m s a n d O b j e c t i v e s schools or higher secondary schools, unless it is m.aintained in present basic schools as Aspects of secondary education calling for an ex]perimental model and for this new emphasis in the light of the present purpose the teaching staff, equipments, etc., national situation. in thesie institutions are immediately up­ graded in an appropriate manner. This is mainly a question of improving the attitudes of teachers, pupils, parents Residential Schools. and guardians, and supervisors. Military science including physical education, as a 5. (a) The management of the residen­ core subject, up to class XI, has been tial schiool, Netarhat, should be entrusted suggested under curriculum in chapter IV to an anitonomous body. below. We recommend that the teaching of this subject should be taken up earnestly (6) Efforts should be made to start more rfesidential schools capable ; of or­ and the supervising officers should be ganising; good secondary education for oriented to understand and encourage the teaching of the subject. adolescents but suiting the pockets of 2. Associations of heads of schools lower imiddle class and working class should be encouraged to work out detailed income-groups also. it^ms of strenthening these attitudes and (c) Traditions about service conditions any positive results achieved by any school of staff iat the Residential School, Netarhat, shoYkld be widely recognised. should be built up always keeping in view the best models and the latest developments CHAPTER II in leading public schools in the country. (d) S'ome seats at the Netarhat school ORGANISATIOIir should be thrown open to scholars of other States. Span of secondary education in the State. Anglo-Indian SchooU > 3. We recommend a span of 12 years to cover elementary to higher secondary 6. (a)) The inspection of Anglo-Indian education :— schools should continue to be done either by the Director of Public Instruction or by (a) Elementary 7 years. one of the seniormost officers of the department who preferably has had a good (b) Elementary continuation and 2 years. stoondary and higher secondary education or training abroad. exploration. (6) Arrangement should be made for admission of selected meritorious non- (c) Higher secondary (secondary 2 years) 3 years. Anglo-Indian students in these schools against a few free and half-free places Total .. .. 12 years. provided by the Government,

{d) As more financial resources are avail- (c) The present rate of scholarships able,[the present Class Y IH should awarded to the Anglo-Indian students on form part of elementary educa­ the basis of their parents’ income, is in­ tion. adequate. Steps ^ should be taken to enhance the rate considering thej price Place of classes VI, V II and VIII in the index. organisational set-up of schools 4. (a) Classes VI and VII should form English-medium schools or classes part of a high or higher secondary school only with the special permission of tLe 7. We recommend that Government board of secondary education and the higher secondary or mult-ipurpose schools permission should be given only on the at each divisional or district headquarters and Residential School, Netarhat, should by the department. Thirdly, there are the taYe parallel English-medium classes by well-known difficulties in the preparation, vay of experiment and further steps in production and the timely supply of good this direction may be taken after watching text-books which a number of high level the experiment for two years. Similarly, investigations has failed to surmount. selected non-government higher' secondary Fourthly, there is the proliferation of the schools or even high schools may be given bodies (of differing status) dealing with this option in each division or district. secondary education side by side with the State Education Department, such as, the CHAPTER III I Board of Secondary Education, Bihar, the Bihar School Examination Board, the A dministeatioit a n d S u p e r v is i o n educational and vocational guidance bureau, the text-book and education Recognition of high schools or higher se­ literature committee, the text-book condary schools research bureau and the examination re­ search bureau. We had to consider the 8. The present policy of recognising urgent problem of giving these secondary only higher secondary schools should be education bodies some semblance of a much continued. Partial recognition may be needed cohesion in the light of the position granted to the existing proposed schools or of bodies with similar functions in other newly started higher secondary schools, States and in the light of the organisation with psrmission to present candidates at and functions of the National Council of the secondary school/Examination at the Educational Research and Training end of class XI. When they start class (NCERT), Delhi. At the same time, we XII and fulfil the conditions of recogni­ had. to keep in view our local conditions tion, vhich may suitably be relaxed, they and the future status of the body that we may be accorded full reeogmtion as higher may recommend in their place. It was secondary schools. found, that it would be necessary to keep such a body beyond the provisions of the IdentiPj of high school and higher secondary Companies Act in the interest of economy. school syllabi vis-a-vis pre-university AU members felt that it would be very syllabus and staggering of courses and difficult to improve things unless the final examination in certain subjects at present Board of Secondary Education is the end of class X {Special). enlarged and re-constituted to cover all these functions and unless it is given a 9. The syllabi of the pre-university sound statutory and autonomous status. class and the higher secondary schools being similar, there should be one exami­ (6) We, therefore, recommend that all nation body for both so that uniformity the bodies, statutory or otherwise, at present dealing with aspects of secondary of standards may be maintained. education, enumerated above, be merged in an omnibus Board of Secondary Educa­ Re-constitution of the Board of Secondary tion, Bihar, which should cover all these Education activities through its wings as indicated 10. {a) In course of our enquiry, several below :— factors affecting the sound development of (^) Organisation.—^Recognition, financial secondary education in the State came to administration etc., educational our notice. Some of them are indicated supervision and control of non­ here. It is felt that the provincialisation government schools ^and its per­ of the posts of heads of non-government sonnel when they may be taken secondary schools and departmental control over with the consent of the over them are necessary to ensure efficient owners or managers ; work inside the institutions. Secondly, since the vast majority of secondary {ii) Examination.—^Public examination, schools are being run practically with their examination research and curricula; fee-income and grants-in-aid from Govern­ {Hi) Text-book.—Preparation and pro­ ment, i.e., without any tangible public or duction of text-books, prescription local financial support other than fees, and recommendations of such text­ some members strongly suggested the books or reference books as are not taking over of the control of the schools produced, text-book research; and {iv) Guidance.—Educational and vocation­ also serve as an experiment and it may al guidance, training of school be extended to other schools in future. counsellors and teacher-consellors 14. The Institute of English, Bihar and preparing them for suitable should be adequately staffed. The institute diploma or certificate in guidance should have the services of a consultant and counselling; guidance research; and a whole-time director as early as preparation of tests; contact with practicable and the national emergency parents and guardians, etc., etc...... need not stand in the way. (c) The board should be a statutory 15. Government notification no. 2924, and autonomous body wHich can function dated 4th September 1960 laying down a without such inhibitions as have limited or revised syllabus of English methods for minimised the utility of the present bodies. the teachers’ training schools be fully en­ The relevant Act or Acts should be modi­ forced in all its details so that the inter­ fied or, if necessary, they should be re­ mediate and matriculate teachers under placed with a comprehensive-legislatiop on training may get adequately trained to secondary education which may meet teach English in elementary schools all these needs and which may help to according to modern methods. make the new board a body in stable 16. Government notification no. 2925E, equilibrium responding significantly to the dated 4th September 1960 laying down a developing needs of secondary education revised syllabus of English methods for in this State. the teachers’ training colleges be fully 11. We also recommend that the re­ enforced in all its details so that the constituted Board of Secondary Education, graduate teachers under training may get Bihar, should set up subordinate school adequately trained to teach English in boards in each district or subdivision or secondary schools according to modern smaller areas, as the need may be, to methods. guide and control more realistically the 17. The facilities for the training or secondary achook in the State and that it training of teachers in the structural ap­ should take over the control of the schools proach to the teaching of English, now and their personnel, beginning with heads available in the Institute of English, Bihar of schools, progressively, as the owners shoul d be put to maximum utilisation with and managers of the institutions give their a view to ensuring that at least one voluntary consent for this purpose. These teacher in each teachers’ training ' school very subordinate boards should be placed and in each government or non-govern­ in charge of planning secondary education ment secondary school gets trained there, in their areas. to promote the teaching of English on right lines at every stage. CHAPTER IV Structure of the higher secondary syllabus CURKIOULUM social studies, craft, three-language for­ mula, extra paper. Compulsory English English medium schools or classes and from class IV. provision for English literature 18. The structm’e or elementary, 12. We recommend that Government secondary or higher secondary syllabi higher secondary or multi-purpose schools should be modified as follows :— at each divisional or district headquarters (A) Classes I to VII. and Residential School, Netarhat, should As at present. Modification have parallel English-medium classes by rroposed. way of experiment and further steps in this direction may be taken after watching 1. Mother-tongue ,. .. I to VII to continu . the experiment for two years. Similarly, 2. Mathematics .. ,, I to VII „ selected non-government higher secondary 3. Social studies .. .. I to VII „ 4. General science .. .. I to V II „ schools or even high schools may be given 5. Fine arts (music, drawing and I to V II „ this option in each division or district. painting). (Same as no. 7 of Chapter II). 6. Physical training and games I to VII „ 13. In these very schools, provision 7. Crafts .. ,. I to VII „ 8. One second Indian language IV to VII III to VII should be made for teaching of English or Hindi. literature, one paper, as part of Group ‘A’ 9. English .. .. V I to VII IV to V I I (humanities and social sciences). This will 10. Classics .. .. V lto V II* Modifications proposed.

As at present.

Class VIII. CltlSlB I X . (Greneral education only.) (Exploratory Class.)

]. Modern Indian Ian- (a) Mother-tongue, one 100 marks To continue 100 marks. guage. paper.

(b) One second Indian 100 To continue 100 „ language or Hindi, one paper.

2. Classics To continue (continua- 50 tion course).

3. English To continue .. 200 To continue 200

4. Physical Training To continue To continue

5. Craft-work Craft includiiig art (draw- 100 see item 6(b) below ing) for boys/domestic science, music and aii; (drawing) for girls.

6. Social studies Social studies—■

(a) History and Geog­ 100 marks (a) To continue 100 mat’ka. raphy.

(b) Citizenship 50 M (b) Citizenship and craft inolud- 100 „ ing art for boys/citizen­ ship including domestic sci­ ence, music and art for girls.

7. Mathematics To continue 100 marks General science for those not 100 marks, offering natiiral sciences, agri- cultvire and technical groups/ mathematics for those offer­ ing natural sciences, agricul­ ture and technical groups.

8. Three electives from General science 100 marks Three electives from any of 300 marke. any of the fivi groups— the following groups :— Natural Sciences, Humanities and Social, Humanities and Social Sciences, 300 marks. Sciences, Fine Arts, Natural Sciences, Fine Arts, Commerce and Tech­ or Crafts, Agriculture, Com­ nical. merce, Elementary Engin­ eering and Home Science.

TOTAL 900 meirks. TOTAL .. 1,000 marks.

Extra elective 100 marks. As at present. Modifications proposed.

1. Modem Indian languages—

(a) Paper I, the National Language 100 marks 1. (a) The National Language or one 100 marks. (Hindi). second Indian language.

(6) Paper II, literature of the 100 marks (6) To continue 100 marks. mother-tongue.

2. English language and composition, 2 200 marks (2) To continue.. 200 marks. papers.

3. Social Studies— (3) Social Studies—

(History, Geography and Civics) one 100 marks (а) History and Geography 100 marks. paper. (б) Citizenship (Civics, Elementary 60 marks. Economics and Current Affairs, etc.).

4. Everyday Science for those not offering 100 marks (4) To continue ;— Natural Sciences and Elementary En­ General Science for those not offering 100 marks. gineering groups/Elementary Mathema­ Natural Sciences, Agriculture and tics for those offering Natural Sciences Technical Groups (Mathematics for aad Elementary Engineering Groups/ those offering Natural Sciences, Elementary Physiology and Hygiene Agriculture and technicpl groups for private candidates. Elementary Physiology and Hygiene for private candidates.

5. Three subjects from one of the follow­ (6) Three subjects from any of the fol­ ing elective groups :— lowing elective groups—

Humanities and Social Sciences, Natu- 300 marks Humanities and Social Science , Natu­ 300 marks. ral Sciences, Arts and Crafts, Educa- ral Sciences, Fine Arts or Crafts, cation and Social Welfare, Com­ ' Commerce, Agrictiltural Elemen­ mercial and Secretarial training, tary Engineering and Home Agriculture and allied subjects. Science. Public Health and First Aid, Home management. (6) Military Science including Physical Education—

Theory . . 30 50 marks. Practical 20

TOTAL 900 marks TOTAL 1,000 marks.

0. One extra subject (olaseical language) ,. 100 marks (7) One extra elective 100 marks Classes I X (Spl.) to X I (Spl.) Classes X and X I. Class X II.

1. Modem Indian language— (1) (a) Tho National Lan- 100 marks (1) (a) Only National 100 marks. guag© (Hindi) or one L^guage to con- (o) Paper I (the National 100 marks second Indian language. tinue question of Language— Hindi}. examinationexamination loft open.

(6) Paper I I : (Literature of 100 marka {b) To continue 100 marks (6) To ooatinue tho mothQr>!ongue).

2. English language and 200 marks (2) To continue 200 marks (2) To continue 200 composition, two papers.

3. Social Studies, one paper 100 marks (3) Social Studies— *

(o) History and Geog­ 100 marks raphy.

(6) Citizenship (Civics, 80 marks Elementary Econo­ mics and Current Affairs, etc.).

4. Everyday Seienc-e for lOOumi'ks (4) General Science for 100 marks (4) • those not offering Natural those not -offering Sciences, Agriculture and Natural Sciences, Agri­ Elementary Enginearin / cultural and Techni­ Groups/Elementaxy Mathe­ cal Groups/Mathema­ matics, for those oit'oring tics for those offering Natural Soloncos, Agri­ Natural Sciences, Agri­ culture Elementary culture and Techni­ Engineering Groups. cal Groups.

5. Tixree subjects from any of 300 (6) To continue . . 300 marks (5) To continue 300 the following elective groups:— Hiimauitiee and Social Sciences, Natural Sciences, Fine Arts ^r Crafts Com­ merce, Agriculture, Ele­ mentary Engineering and H o^e Scicnce. (6) Military Science 60 marks (6) including physical education.

TOTAL 900 marks TOTAL . . 1,000 marks TOTAL .. 600 marks.

6. Extra Subject— - (7) Extra elective if a stu- 100 marks (7) To continue for 100 dent wishes to offer. those who offer. (a) Classical language. .. 100

• (E) There should be provi^on for the teaching of the nationallanguage (Hindi) in Class X I I also. Tlie question o£‘ examination in the paper may bo left open. l9. Contents or work-load of the higher the Veterinary College, etc. in which the secondary sylhbus pattern and quality of products of high and higher secondary the courses committees.—We recommend schools seek admission, or other experts. that every year after the publication of In some cases, the Government nominees the results of the secondary and higher may be the experts of such institutions secondary examinations, a seminar of as the school graduates join for obtaining three to five days should be organised at diploma enabling them to take up employ­ the State level to review the syllabi and ment. Each courses committee may be to suggest improvements in the light of authorised to co-opt one or two experts, experience; To this seminar, not more than if necessary. three teachers including headmasters, one from a Government school and two from 21. Identity of high school and higher non-Government schools from every secondary school syllabi vis-a-Vis pre-univer­ district, should be invited. The invitees sity syllabusy and staggering of courses and should collectively or roundly be repre­ final examination in certain subjects at the sentative of all academic subject and other end of class X (Spl.) and helping present interest groups in secondary education. graduate teachers of high schools to qualify The Director of Public Instruction should for higher secondary teaching.~ ^ q recom­ preside over the seminar. Experts from the mend that tliis State should stick to the Bihar School Examination Board, the diversified courses as introduced in the Text-Book Research Bureau, and the multi'purpose higher secondary schools and Examination Research Bureau should in the higher secondary schools since the assist. University interests should also be last year of the First Plan, and in the represented according to necessity. The high schools since the early years of the Director may invite other relevant edu­ last fifties. cational administrators, such as, from the teachers’ colleges, the directorate, the 22, To accelerate the pace o£ upgrading inspectorate, etc. to participate. The high schools into higher secondary schools recommendations of the seminar should and to ensure the utmost economy in form the basis for the annual curricular doing so, we recommend the following reform. The recommendations should be measures :— considered by the education department along with the comments on them or other {a) The curriculum of the high school suggestions of the relevant courses com­ should be made identical with that mittees. of the higher secondary school up to the highest class of the high school. 20. Courses committees for high schools and higher secondary schools should be (6) The higher secondary school exami­ the same as the syllabi for both are going nation should be staggered to enable to be the same. Since higher secondary the higher secondary students to education means the expansion of the take their final public examination dimension of secondary education in in Social Studies, Everyday Science various directions each courses committee or Elementary Mathematics, the [ should have the necessary competence, second Indian language or the quality and expertise. A committee of national language and MiHtary seven is visualised for every subject, Science including physical education, (a) three actual practising subject teachers at the end of the eleventh year. from schools who may ^have high qualifi­ This will leave the higher secondary cation and specialised knowledge in the students of class XII with the subject, to be nominated by the president, mother-tongue {100 marks), EngKsh Board of Secondary Education, (&) two (200 marks), electives (300 marks), university teachers in the subject one to and optional extra elective (100 be nominated by the Patna University in marks). The final school examination each case and the other to be nominated of the students of class XI of high by the other universities of the State by schools will be the same as those of an arrangement, and (c) two nominees of the students of higher secondary the State Government, who will ordinarily schools in the subjects which the be the technical heads of the institutions, latter finish at the end of class XI. such as, the Engineering College, the (c) The syllabi of the pre-university Medical College, the Science College, or class and the higher secondary 7 Edu.— 17 Schools being similar, there should be CHAPTER VI only one examination body for both so that uniformity of standard may E v a l u a t i o n be maintained (same as no. 9 of chapter III.) 23. Public examination at the end of middlejhasia stage.—(a) We recommend that (d) To fit into this scheme [as in (a) a public examination at the end of the and (b) above], the high schools will middle S5tage, i.e. class VII of middle and have to procure certain additional basic scHiools, should be re-started imme­ equipments and to appoint some diately .‘and the unit of organisation for few teachers holding honours or this examination should be the district. master’s degree or to have their present graduate teachers obtain a {h) When more financial resources are special diploma to qualify for available and class VIII comes to form teaching at the higher secondary part of (elementary education in the State, level. This special diploma of one the pub'lic examination may be held at academic session should cover the end of class VIII instead of class VII. thorough and latest knowledge of the newer contents of the higher 24. Internal assessment and written secondary syllabus and should, at work.— (fa) Internal assessment for 20 per the same time, correspond in cent of imarks has been tried in the secon­ standard to the honours degree or dary schiools of this State since the early j&fth year post-graduate course in years o f the last fifties. The principles of the subject, as far as practicable. such assessment are known to be sound but its siaccess mostly depends on the (e) The diploma mentioned above should contentnnemt and keenness of the teachers be instituted immediately in all the and the regularity of supervision. (The universities of the State. system has miserably failed and in the wake of’ this failure, it has brought in a great deal of inefficiency and corruption. (/) Arrangements should be made to We reco^mmend that the system of internal train the existing graduate teachers assessment- as in force at present should be through six-week short courses in abolishe(d immediately and the examinees subject contents so that they may at the sec ondary school and higher secon­ be able to handle the new syllabus dary sc;ho'ol examinations should be exa­ properly. This course may be run mined imfall marks allotted to each paper). at the district headquarters round Corre^ticons of written work of the pupils the year, during the evening, with should be done and weekly or monthly the co-operation of local colleges. tests shiouild be held in the manner in Besides this, summer courses may which this was done prior to the intro­ be organised for rural area teachers duction o f internal assessment. The system through the agency of the teachers’ of tutorial classes for correction of written colleges and universities. work m;ay be tried wherever feasible.

(g) Other consequential changes in the set-up (modification of the cost of (6) Since the principles underlying upgrading, necessary relaxation of internal assessment are sound, schools conditions for recognition of schools, should Tbe given the freedom of experimen­ transfers, permission to private ting with the system outside the frame­ candidates to take the higher secon­ work o f the secondary school or higher dary examination, etc., etc.) may be seconda.ry school examination. Schools worked out immediately. which choose to take up the experiment may alLot 100 marks to this head and may utilise (opportunities like written tests on CHAPTER V fee-dates, interest in hobbies and non- academic activities, and other possible Methods or Teaching measures of discovering talent, for this, and they should formulate and compile Written work.—[See no. 24(a) of chapter a cummlative record of the pupil at the end of thie school course. This will enable the employers and the general piublic to graduate teachers through six-week judge the result of internal assessiment on short courses in subject contents so its merit and it is expected that this that they may be able to handle the process will cause the schools and teachers new syllabus properly. This course to be on their mattle. may be run at the district head­ quarters round the year, during the CHAPTER VII evening, with the co-operation of local colleges. Besides this, summer S t a f f i n g courses may be organised for rural area teachers through the agency of 26. Helping present graduate teoLchers of the teachers’ colleges and universities high schools to qualify for higher secondary [Same as no. 22(/) of chapter IV]. teaching.—^To accelerate the pace of up­ grading high schools into higher seicondary 26. 8. T.G.for gradu ites.—The present schools and to ensure the utmost eiconomy six-week short training course in general in doing so, we recommend the fibllowing methods for graduate teachers of high and measures ;— middle schools having at least five years of teaching experience may continue for {a) To implement the proposed identity a few years more till the outturn of high school and higher se*condary of trained graduates from the now school syllabi and the staggering of increased number of teachers’ training higher secondary examination, the colleges almost covers the requirement of high schools will have to procure trained graduates or post-graduates in certain additional equipment, and to high and higher secondary schools. Till appoint some few teachers holding that time, which will be about the end of honours or master’s degree or, to the current Third Plan, we also favour obtain a special diploma to qualify the continuance of the provision for short for teaching at the higher seicondary training course—trained graduates to take level. This special diploma of one the diploma-in-education examination as academic session should cover private candidates. Since the Government thorough and latest knowledge of teachers’ training colleges are being affiliated the newer contents of the higher to the regional universities for purposes of secondary syllabus and should, at the diploma-in-education examination, we the same time, correspond in recommend that this suggestion may be standard to the honours degree or brought to the notice of the universities the fifth year post-graduate course concerned for necessary action. Even after in the subject, as far as practicable the end of the Third Plan, the short [Same as no. 22(d) of chapter IV.] training course may continue but the {h) The diploma mentioned above provision for private candidates to take should be instituted immedi,ately in the diploma-in-education examination may all the universities of the State. be dropped. [Same as no. 22(e) of chapter IV.] 27. Pay-scales and private tuition.—We recommend as early enforcement of the (c) Arrangements should immediately model salary-scale, which was adopted by be made to train the existing the committee and is reproduced below : —

Present. Proposed model scales.

1. Principal of Higher Secondary and multi- Rs. 200—'10—-SOO—E.B.— 10— Rs. 250—■ 700+ R s. 20 allowance purpose schools. 450. per additional stream subject to a maximum of Rs. 40,

2. Headmaster of high school (1) Rs. 175— 275 (up to 200 Rs. 220—400. pupils). (2) Rs. 200— 300 (above 200 Rs. 250— 450. pupils).

3. Assistant Principal/Assistant Headmaster/ Nil Rs. 200— 3 5 0 + Rs. IS onlj «« where number of pupils gets stabilised allowance. at more than 320.

4. Trained holders of honours or mMter’s Rs. 150— 250 Rs. 170— 275. degree. Rs. 125— 200 Rs. 180— 350 (Selection grade). Present. Proposed model aoalea.

5. Untrained honours graduatos or holders NU Rs. 140— 8— 180— 10— 220. of master's degree.

6. Trained graduate Rs. 100— 5— 125— E.B.— 4— 145 Rs. 140— 8— 180— 10— 220. — 3 -1 7 5 .

7. Graduate holding diploma in physical Rs. 100— 5— 125—E .B .— 4— 145 Rs. 140— 8— 180— 10— 220. education. —■3— 175.

8. Librarian (Graduate with Diploma ia Nil Rs. 140— 8— 180— 10— 220. Library Scieiioe).

9. Untrained graduate, trained iutermodiate, Rs. 70— 3— 85— E.B.— 2—'90 .. Rs. 100-165. Aoharya and Fa/^il.

10. Untraiaed Intermediate, trained Matricu- Rs. 50— 2— 70— E .B .—2 90.. Rs. 7 0 - 4— 90— E. B.— 6— 120. late, Alim and Shastri.

11. derk (matriculate or above) Rs. 45— 2 55 -E .B .— 2— 75 .. Rs. 70— 2— 80— E .B .— 3 — 110.

12. Laboratory Assistant (one who has passed Nil Rs. 65— 3— 77— E .B .— 4 — 105. the higher sec >ndary or secondary school exeiminatijn with science subject) or Laboratory boy (one who has passed at Nil Rs. 45— 75. least class I X with soienoe subjects).

13. Peon .. Rs. 22i—i -2 7 i .. Rs. 40— 1— 60,

Notbi.— (t) In this salary-acale, in all casts, where emoluments are based on numerical strength o f pupils, such as, these of the head or the assistant head of the school, the enrolment to be taken into account shall be that of the last working day of the first session of the school and of no other day. (u) No intermediate or matriculate or Alim or Shastri, whether trained or untrained, should be appointed henceforward in a high'higher secondary school as people of these qualifications are not able oompetently to meet the situation brought about by the increased dimensions o f secondary education. Salary scales proposed against each of the items 9 and 10 are meant only for the •xisting teachers holding these qualifications.

(iii) A secondary school having not loss than 5,000 useful book* in its library' shftll b» entitled to create th* post of a full-time librarian!.

(tv) If the librarian is « university graduate and also holds a diploma or degree in education (besides the diploma in library science) and is required to take classes of general subje'Cts other than those dealing with library work a personal pay of at least Rs. 10 may be given to him.

(e) Similarly, if a university graduate holding a diploma or degree in education (besides the diploma in physical education), is required to take classes of general subjects other than those dealing with physical and health education work a personal pay of at least Rs. 10 may be given to him.

(vf) The number of selection grade posts for trained holders of honours or master’s degi:ee shall ^>e limited to 30 per cent of the total strength of such teachers on the staff. 28. The pay-scales in the State should schools on their own initiative, and addi­ correspond at least to the pay-scales of tional payment may be made to the teachers in secondary schools in neigh­ teachers concerned through the school bouring States whose economy and finances from the funds accruing from the additional are of the same or similar standard. We fees that may be levied in such classes. feel that the pay-scales should be raised to the point where action can be legitimately 29. Service conditions in State-subsidised taken to discourage teachers from engaging schools.—^The posts of heads as well as in large-scale private tuitions which lead the ministerial and menial staff in these to corruption, and to inefficiency in school schools may be made transferable within work. We recommend that as an experi­ the division or the State as an experi­ mental measure, preparatory classes to mental measure and after watching the impart competent collective coaching to experiment for about two years, the posts pupils be permitted to be organised by of the remaining staff may also be made transferable. This will be subject to consent 34, Directive principles of State fina7icial of managing committees and employees assistance to non-Government schools.—{a) concerned or will depend on their actual Various kinds of present recurring grants requests. This is practicable as all these (such as developmental, compensator^', schools are deficit-grant schools. A fund discretionary and efficiency grants, etc.) will have to be created for payment of should be consolidated into one general travelling allowance on transfer and this grant. can be done by slightly augmenting the provision under the head. If the transfers (6) Whereas th e should be provision are made against actually felt needs or for for grants to schools in more undeveloped correcting real imbalance, the annual areas, it should be ensured that efficient expenditure may not be more than Rs. 1,000 management of an institution also gets to Rs, 5,000. No such transfer should be due credit in the form of both recurring made except with the order of the director. and non-recurring grants. We think that this recommendation can be implemented even before the imple­ (c) The grant giving authority should mentation of recommendation no, 11 of be one, namely the board of secondary chapter III. education, and all grants whether given 30. Tripple Benefit Scheme.—We re- by the department or by the Bihar School co mend that the Triple Benefit Scheme Examination Board must be channelled as suggested by the secondary education through the board of secondary education commission, 53, may be adopted in this which should be the only sanctioning State and its details may be worked out authority for gi;ants. quickly. We also recommend that every teacher of secondary schools should be id) For the above purposes, a multiple made eligible for these benefits. point scale should be worked out which 31. Service Commission.—We recommend may take cognizance of all the positive that a separate commission for recruit­ achievements and the weak factors of ment of secondary school teachers whose a school during a year and according to initial salary is Rs. 150 per month or above, which grants according to a school may should be set up. If, during the present do justice both to prosperous and other emergency, it is found more economical a institutions. secondary schoo -^nng for this purpose may be added to the existing university service Appendix I commission. 32. Teachers' association.—{a) The Bihar No. 3572-E Secondary School Teachers’ Association should be sanctioned grants for any cons­ GOVERNMENT OF BIHAR tructive professional or educational or research work that they undertake, such E d u c a t io n D e p a r t m e n t as, surveys of the socio-economic conditions of the teachers of different grades, organis­ RESOLUTION ing and maintaining a library and a reading room predominantly catering for secondary Patna, the 25th September 1958 education, improving the quality of the Journal that they are publishing, publica­ S u b je c t .—Teaching of languages at the tion of text-books or teachers’ help-books secondary school stage. or original writings of teachers, etc., etc. (6) All inspecting officers and all officers Read.—Report of the Secondary Educa­ of the education department should be tion Commission, Chapter V. encouraged to keep regular contact, in educational and administrative matters, The Secondary Education Commission with the association. appointed by the Government of India made the following recommendations on CHAPTER VIII the study of the languages:— Finats c e s 33. Raising tuition fees.—To enable {i) Mother-tongue or the regional salaries of teachers being enhanced the language should generally be tuition fees in secondary schools should be the medium of instructior raised suitably. throughout the secondary school stage subject to the provision 4. The se«cond formula as amended by that for linguistic minorities the State Advisory Council of Education special facilities should be made has been apiproved by the State Govern­ available on the lines suggested ment for ad(option at the secondary stage by the Central Advisory Board and it standls as follows;— of Education. (a) (i) Mother-tongue or, (ii) regional language or (Hi) a composite course of (ii) During the middle school stage, mother tongue and a regional language; every child should be taught at or (iv) a (composite course of mother least two languages. English tongue and a classical language, or (v) and Hindi should be introduced a composite course of a regional language at the end of the junior Basic and a classical language. stage, subject to the principle (6) English or a modern European that no two languages should language. be introduced in the same year. (c) Hindfi (or non-Hindi speaking {Hi) At the High and Higher Secon­ students) or another Indian language (for dary stages, at least two lan­ Hindi speaking students) provided it is guages should be studied, one not any o f the languages offered under of which being mother-tongue group “ a” above. or the regional language. O r d e r .—Ordered that the resolution be published in the Bi/iar 2. The Central Advisory Board of Gazette, and its copy be for­ Education examined these recommenda­ warded to the Director of Public tions and approved the following alterna­ Instruction, Bihar/Director of tive formula:— Piublic Relation, Bihar/Secretary, Stchool Examination Board/ Formula 1. Sfecretary, Board of Secondary Elducation. (a) (i) Mother-tongue ; or (u) a regi­ onal language or {in) a composite course By order of the Governor of Bihar, of mother-tongue and regional language or {iv) a composite course of mother- S. N.^TH, tongue and classical language or (v) a composite course of a regional and Under-Secretary to Government. a classical language. (6) Hindi or English. Appendix J. (c) A modern Indian or a modern Group A.—'Humanities and Social Sdence«. European language not already taken (1) A Modfflrn Indian language and Ono paper. under (a) and (6). Literatuiro (Hindi, Urdu. Bengali, Maithili, Oriya, Nepali and Santhali). Formula II, (2) A classicsallanguage (Sanskrit, Arabic, „ Persian)). (а) As above. (3) English Literature .. .. ,, (4) History (б) English or a modern European (5) Geography .. .. „ language. (Consistin.g o f one sub-paper in Theory and oiio (c) Hindi (for non-Hindi speaking practical examination .) areas) or another modern Indian language (for Hindi speaking area). (6) Elemenitary Economics and civics .. (7) Elemeniiary Mathematics 3. These recommendations were exa­ (8) Advancied Mathematics .. mine! by the State Advisory Council (9) Elemen tary Physiology and Hygiene (10) Domestic Science of Education which recommended the (11) Music-Vocal or Instrumental adoption of the 2nd formula, with the (12) PsychoUogy modification that for the 3rd latiguage (13) Logic grojp C ) the words “ Modern Indian languages” be substituted by “ another Note.—^The paper on Modern Inditvn Language and Luterature can be offered by a candidate Indian language,” provided it is not any only in that language which he has not one of the language-group “ a” . offered as paper II under the compulsojjr Modren Indian Language and Literature, Group F — Agriculture. likewise the paper on only that classical language can be offered by a candidate (1) Agriculture— which he has not offered as the additional • (o) Agricultural Chemistry; Agri- One paper, 10th paper. cultural Biology; Animal Hus­ bandry and Dairying. Oroup B— Natural Sciences. (6) General Agriculture including „ (1) Advanced Mathematics One paper. soil and soil management and Climatology; Crop Culture (2) Physics ...... „ Farm Crops, vegetable crops (Consisting of two sub-papers in Theoiry and and fruit crops; Farm manage­ practical examination. ment including Agricultural Economics, Agriculture, Co­ (3) Chemistry One paper. operation and Agricultural extension and subsidiary craft (Consisting of two sub-papers in Theory and one Agriculture. practical examination.) (c) Practical .. .. ,,

(4) Biology ...... One paper. Oroup 0 —-Elementary Engineering. (Consisting of two sub-papers in Theiory and one (1) Applied mathematics and Science .. One paper. Practical Examination.) (2) Geometrical and Mechanical Drawing ,, (3) Any one of the following :—• (5) Geography One paper. (i) Elements and Mechanical and ,, (Consisting of one sub-paper in Theoiry and one Electrical Engineering. Practical Examination). (Consisting of one sub-paper in Theory (6) Elementary Physiology and Hygiene One paper. and one Practical Examination.) (ii) Elements of Building Construe- ,, Oroup G— Fine Arts. tion. (Consisting of one sub-paper in Theory (^1) Appreciation of % One paper. and one Piactical exammation.) (m) Radio Eiagineering .. (2) Any two of the following:— (a) Drawing and Painting (Prac­ Group H — Home Science. tical). (b) Modelling and Sculpture (Prac- (1)Food, Nutrition and Cookery .. ,, tocal). (Consisting of one sub-paper in theory (c) Music-Vocal and one Practical Examination). (d) Music-Instrumental (2) Household management, Textile, ,, («) Dance clothing. Laundering and Tailoring.

Gfroup D —Crafts. (Consisting of one sub-paper in theory and one Practical Examination.) Any one of the folio wing crafts Three (3) Home Nursing, Health, First Aid papers. Child development and mother craft. (Consisting of one paper in Theory and two (Consisting of one sub-paper in Theory Practica\ Examinations ) and one Practical Examination). (1) Hand spinning and weaving. (2) Wood Work. Appendix K (3) Metal Work. A copy of letter no. II/C7-080/54-E-59, (4) Hand made paper industiy. dated the 9th January 1956 of the Deputy (5) Printing Technology. Director of Education (Secondary), Bihar (6) Workshop Practice. addressed to all Inspectors of Schools and (7) Tailoring. the Secretary, Board of Secondary Edu­ (8) Sewing, needle and embroidery work. cation, Bihar. (9) Leather work. ^ (10) Gardening. S u b j e c t .— ^Management of Scholars funds (11) Clay-modelling and papier-mache. in High Schools.

Group E — Commerce. I am directed to address you on the subject noted above and to say that in (1) Elements of Commerce One papi'r. order to bring about an uniformity in the (2) Commercial Geography including rates of Scholars funds and to ensure economics. proper management of such funds, it has (3) Book-Keeping been decided that no high school should (4) Shorthand and type-writing realise any monthly amount from students in addition to the school fees, except for The headmaster should not spend any the following purpose, at the rates amount more than Rs. 10 (Rupees ten) mentioned against each ;— without the approval of the Central Committee. The teacher and student- Porpose. Amount fixed, for each secretary for each item will submit a student. budget to the central committee for (1) Game fee including Rs. 2-8-0 in two instal­ approval. scouting. ments of Rs. 1-4-0 each. 4. There should be no committee for (2) Common Room, Maga- Rs. 1-8-0 in two instal- the fund relating to examination fee. zine, Radio and ments of Re. 0-12-0 each, coltural activities It should be administered entirely by like Drama, Music, the headmaster who may take the help of etc. such teachers as to he likes. No student 3. Examination fee .. Rs. 2 for two examina­ should be associated with this fund. tions in classes V III to X I, Re. 1 for two examinations in classes 5. These orders will apply to aU recog­ V I and V II and annas nised high schools and should be given 8 for two examinations effect to immediately. The receipt of in classes IV to V. this letter may kindly be acknowledged. 4. Poor boys’ fund Purely volmitary and as each no rates have been fixed. Appendix L

2. In high schools where there is pro­ Dates on v)Mch Meetings of the B.8.8.E.C. vision for fans in the hot weather, Radio, were held. Audio-Visual arrangements and lunch, the managing committee should record Inaugural Meeting 17th . April 1962. a resolution about the levy of any charges and rates of such charges which 1 st Meeting 18th April 1962. should be approved by the Inspector of 2nd Meeting 3rd July 1962. Schools. There should not be any regular charge for radio, but once it is purchased, 3rd Meeting 18th August 1962. the recurring cost should be met from the common room fund. 4th Meeting 25th, 27f. and 29th September 1962. 3, For proper management and the 5th Meeting 17 th and 18th De­ disbursement of the funds mentioned in cember 1962. paragraph I above, each high school should have a Central Committee consisting of 6th i^Ieeting 6th and 7th Feb­ (i) the Headmaster, (n) teachers’-in-charge ruary 1963. of each of the items (1), (2) and (4) and 7th Meeting 28th February 1963. (5) mentioned in the first paragraph of this letter, {iii) student-secretaries for each of 8th Meeting 21st March 1963. items mentioned in (n) above and (iv) 9th Meeting 21st and 22nd General students’ Secretary. The money will June 1963. be deposited in the Savings Bank account in the joint name of headmaster and 10th Meeting 27th and 28th June another member of the Central Committee. 1963.

BSP (Edn.) 7 -M G — 4,000-.12.l0.1963— NSBN

I?-103

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