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Springfield College Digital Collections SPRINGFIELD COLLEGE ~ LIBRARY eN) Gift of Shyam Chandra SPRINGFIELD COLLEGE LIBRARY MANUSCRIPT THESES The manuscript copies of master's theses deposited in the Library of Springfield College are available for appropriate usage. If passages are copied, proper credit must be given to the author in any written or published work. Extensive copying or publication of materials should be done only with the consent of the Director of the Graduate· School. This thesis or dissertation by .............................. SHy.A.M ...CHANDRA ................................................ has been used accordingly by the persons listed below. (Librarians are asked to secure the: signature of each uscr.) Name and Address College Date SPRINGFIELD COLLEGE OFFICE OF GRADUATE STUDY ,Ill n e J, J 94- 9 We recommend that th,-,-e __--"""-P-+\,R,.I.IOCC"l.,T..,l..;,I~"_'"CT~ ____prepared under our direction by entitled...... _____-"-T ...... H........ R.L- ........D ......... F.......... V......... E""'-'l.~O~p....".,M ..... l~ .......NT"'----'O ...... F _____ _ PHYSICAl. EDUCATION IN INDIA be accepted as fulfilling the research requirement for the degree of MAST"fi'll of EDTICATION Approved by: ZlJa.LbA ~~ (Advisor) -----_.. _------- ------------------------._-----------------------------------------_._----------------\---------- THE DEVELOPIvr~l\TT OF PHYSICAL EDUCATION IN INDIA A Project Presented to the Faculty of Springfield College Corporate ;ritle International Young Men's Christian Association College In Partial Fulfillment of the Requirements for the Degree Master of Education by Shyam Chandra, M.A. June, -1949 i ___.--; __ ._______________________ ~._. _____ ... ____.. _... _____ _ ~ ___.. ___________.~_L __ .__ ~ ________ . , I I I I i I 43599 To all those vtho vlish that East and Vest should mingle in a brotherhood of culture, for each has its peculiar and particular contributions to make, this project is htLsbly dedicated. PREFACE In order to understand India, one must under­ stand the world. India is at once unbelievably old and incredibly young. Out of this medley of old and new, a great nation is struggling to come into being - a nation "!l/hich, not forgetting her ancient past is rene-wing her greatness along modern lines. Vii th the dawn of independence, old problems have been solved, but rnany neiN problems still. have to be grapl)led with. Along with the economic problem, there are the issues of education, health, vitality, and whole­ some living of the nation. To find out hOV1 far phYSical ed\?-cation can help India it is necessary to knovl its history in that country. The 'Vlri ter claims no. originali ty but has merely endeavoured to compile the t1Physico..l Education story" into a continuous narrative from antiquity to the present. For their assistru1ce in accomplishing this task the writer vJishes to acknowledge his deep gratitude to l::rofessor Vlal ter A. Cox fu"'1d l=rofessor Clayton T. Shay, whose constructive criticism, helpful suggestions, ru1d sJ71J1pathic encouragement have contributed much to the eventual form and content of the study. l.,,:y deep appre- iii -----~---- ciation also goes to Dr. Harrison H. Clarke for guidance, assistance, and active cooperation in this study. I am also indebted to I.:rs. Jennie Cournoyer, Secretary in the Alurnni O~fice, who has helped me to ascertain details about the Alurnni connected y;i th India - and finally I am grateful to Dr. Robert J. Conklin and I~:rs. G. Hickox, l:-rofessors of English, for reading the manuscript. June, 1949 s.c. Springfield, Massachusetts. (U.S.A.) TABLE OF CONTENTS DEDICATION PREFACE CHAPTER PAGE I. INTRODUCTION ••••• • • • • • • • • • • • 1 II. INDIA'S OWN HERITAGE. • • • • • • • • • • • 6 1. Training and Massage • • • • • • • • • 11 2. Personal Hygiene • • • • • • • • • • • 13 3. yoga •• • • • • • • • • • • • • • • • 15 III. PHYSICAL EDUCATION DURING DIFFERENT AGES ••••• • • • • • • • • • • • • • • 21 1. Vedic Age •••••••••••••• 21 2. Epic Age • • • • • • • • • • • • • •• 23 3. Philosophical Age • • • • • • • • • • 24 4. Buddhist Age • • • • • • • • • • • • • 25 5. Jatakafs Age ••••••••••••• 27 6. Moslem Period • • • • • • • • • • • • 31 IV. THE BRITISH INFLUENCE • • • • • • • • • • • 39 v. THE AMERICAN INFLUENCE • • • • • • • • • • • 47 VI. THE PRESENT POSITION • • • • • • • • • • • • 56 VII. THE FACTORS WHICH AFFECTED TEE GROWTH OF PHYSICAL. EDUCATION IN INDIA. • • • • • 65 1. Economic • . • • • • • • • • • • • • 66 2. Social. • • • • • • • • • • • • • • • 67 CHAPTER PAGE 3. Religious • • • • • • • • • • • • • • 69 4. Education and General • • • • • • •• 71 VITI. SPRINGFIELD COLLEGE ALUMNI AND ANALYSIS OF THE RESULTS OF QUESTIONNAIRE • • • •• 76 IX. SUMMARY • • • • • • • • • • • • • • • •• 84 BIBLIOGRAPHY • • • • • • • • • • • • • • • • •• 92 APPENDIX • • • • • • • • • • • • • • • • • • • • 96 ABSTRACT CFf..APrER ONE INTRODUCTION CHAPrER I INTRODUCTION India is vast. It has a great variety of people. It is a land of contrasts, of the old and new. One will find an aeroplane roaring over the village where the spinning wheel is still in use. He will find an Indian girl smartly dressed in slacks driving her sport car past old places and. palaces v.;here her veiled sisters live in seclusion. While Gandhi, Tagore, and Nehru are honoured by the whole civilized vlorld, the illiterate Indian villager still hangs his charm round his bullockts neck to ave~t disease and believes in his fa~e and destiny. It is this variety, perhaps, that makes the country so interesting, though at times confusing. One cannot understand this history of phYSical education by just ignoring or divorcing all other aS2ects connected with the land. Fhysical education, after all, is fundamentally the study of a hurn.an being \,li th his individual characteristics, interests, and needs. It is hoped that this study of Indian renaissance will be of interest to one and all. 2 The story of the development of physical 1- education in India is as old and long as the history of India, both recorded and mythical. The literature of ancients abounds in records of the physical exploi~s of the heroes of Hinduism. Then came the age when physical education dwindled almost into extinction. In the age of Moslem invasions, physical education was connected with the practice of war; then again, physical education took a new turn with the contact with the West; and finally it was reshaped under the American influence and under the inter-mingled philosophies of East and West. The nationalistic ambition of India to put herself along side other nations in all phases of life has lead to a nation-wide awakening and to the promotion of a great movement for physical education. Physical education in India is in a process of transition particularly since the achieving of independ­ ence. A continuous story of the development of Indian physical education should prove valuable. A more scientific and adequate physical education program is needed to prepare the country for a nat ion-wide.. ,:",program , and to achieve this, knowledge of background and history is necessary. 3 The purposes of this study are: to present an overall historical survey of physical education in India; . to review the present position and some factors affecting the growth of physical education in India; and finally to indicate the contributions made by the Young Men's Christian Association and particularly the part played by the Alumni of Springfield College (Massachusetts) in influencing the program of physical education in India. Since India is a country of many languages, it has been impossible to secure and understand all histor­ ical facts in all languages. The original sources of ancient India (the Vedas, Puranas, Upanishads, Epics, treatises ·on Medicine and Physiology of Charaks and Sushruta) are in Sanskrit Language. Since the writer is not a student of Sanskrit, he has had to depend upon the literature translated into English. The paucity of historical records makes it difficult to present a continuous narrative of physical education in India. Fictitious and mythological accounts of physical exploits and of the physical training related thereto are very much confused, which fact renders the task still more difficult. 4 __1,- However, a careful study of literature on general education, health; sports, and physical educa­ tion available from the Springfield College Library, Springfield (Mass.) Public Library, Smith College (Northampton) Library and the Government of India Information Services Library, (Washington 8, D.C.), forms a basis of research. A 'questionnaire to Springfield College Alumni who were connected with physical education of India was prepared, an analysis of which is presented in Chapter VIII. CHAFfER THO INDI.A f S ovmJ HE:t(I'l11~GE CHAPrER II II{DIA'S mTI{ ~~ITAGE The history of physical education in India from very early times dovm to the present is a thrilling story of enthusiastic and conscientious effort on the part of many noble" pioneers. It is also a story of many colossal blunders. Perhaps the greatest mistake of all has been the failure to regard man as a whole, the mistake of dealing with him purely as a physical being, the failure to realize the necessity for a psychological approach, the mistake of putting the person into a pro­ gram of standardized activities instead of providing activities according to the characteristics and interest of those who are to participate in them. Such mistakes have led to a narrow' conception of physical education, too rigidly formalised and standardized artificial exercises
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