The Madras Elementary Education Manual
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THE MADRAS ELEMENTARY EDUCATION MANUAL APPROVED AND ISSCJED BY THE DIRECTOR OF PUBLIC INSTRUCTION Cf / B R A f ' 1940 PRINTED liY THE SUPERINTENDENT GOVERNMENT PRESS MADRAS e o u — m 'm M & ( y ^ X O ' ) TABLE OF CONTENTS PAGE I ntroduotion 1 C h a p t e r I — ^De f i n i t i o n s . The more important definitions — Attendance . .... .. ., .. .. 5 The full school day . .. .. 5 Minimum attendance for the year .. .. .. , . * 5 Elementary education . .. .. .. 6 Elementary school place .. .. .. .. 6 School age . .. .. 6 The ages prescribed .. .. .. .. .. .. 6 Assessed grant . .. , . • 7 Assigned grant . .. .. .. 7 A trained teacher . .. 7 An untrained lower elementary grade teacher .. 8 An untrained higher elementary grade teacher .. 8 An imtrained secondary grade teacher . .. 9 An untrained collegiate grade teacher . .. 9 Terms defined by use and convention— Average attendance . .. .. .. 9 Absolute or actual average attendance .. .. 9 Modified average attendance . .. .. .. 9 Stagnation . .. 9 Statutory cut .. .. .. .... .. .. .. 10 Teacher-quotient . .. .. 10 Trained teacher ratio .. .. 10 Wastage .. .. .. .. .. • .. .. .. 10 Weightage ................ .. .. .. .. •. 10 C h a p t e r I I : — C lassification o f E l e m e n t a r y S c h o o l s . Two main classes— Public and private .. .. 10 Schools mider public management— Government schools . 11 Schools under private management— ^Mission and non-mission .. 11 Complete and incomplete schools . .. .. 11 Isolated and feeder schools .. •. .. 12 Maintenance of lists of schools by inspecting officers and Taluk Advisory Committees . 12 Elementary schools for boys and elementary schools for girls.. .. 13 Mixed schools . •. • . •. • • • • • • 13 Education of girls ; Policy of Governnaent .. .. .. 13 Single-teacher, bi-lingual and teacher-managed schools . 13 Single'teaoher and isolated schools . 14 B .B .M .— PAGE C h a p t e r III— -Adm inistrative, Advisory and Inspecting Agencies. The responsibilities for general administration of elementary edu cation .. .. .. 14 The authorities 15 The Elementary Education Fund 15 Administration of compulsory education 16 Standing committees 16 Finance for schools opened and m'iintained by village panchayats. 16 Sanction of equipment grants for panchayat schools .. 16 Grants for schools under private managements 16 Taluk Advisory Committees 17 Members of the committee 17 Functions of the committee 17 Taluk Advisory Committees and the organization of public help 18 Meetings of these committees 18 Relationship with the District Educational Officer and the Inspeci ress 18 Collection of subscriptions by members of the committee 19 Inspecting agencies 19 The annual inspection of elementary schools .. 19 Inspection reports 19 Recommendations of grant 20 Oflftcial and non-official visitors .. 20 C h a p t e r I V — R e c o g n i t i o n . Sanctioning authority and advisory body 21 Permission necessary to open a new school 21 Report of opening of a new school .. .. 21 Opening of new classes in existing schools .. 22 Application for recognition 22 Date of effect of recognition 22 Complete structure of classes as a condition of recognition .. 22 Proportion of girls in boys’ schools as a condition of recognition 23 Other conditions of recognition — 23 Teachers, building, equipment, text-books, registers, fees medium of instruction, course of studies. 23, 25, 25, 25, 27, 27, 27, 28 List of elementary schools admitted to recognition 28 Temporary recognition 28 Withdrawal of recognition 28 Withdrawal of recognition due to transfer of locality 30 Withdrawal of recognition due to transfer of management .. 31 Ch a p t e r V — G r a n t s -i n -a id . Grants-in-aid: Definition .. .. .... 32 Reservation of discretion by Government 32 Withdrawal of grants on participation of teachers in political agita tion 32 Payment of all grants subject to audit 32 Objects for which aid may be given 32 Proportionate grants 33 PA99 Sanctioning authority 33 Management 33 Reservation of right regarding the use of books 33 Income to be devoted to educational purposes 33 Procedure for payment of grant .. 34 Conditions for payment of grant. 34 AppKcations for aid 34 Applications from new schools .. 34 ApplicationB for aid from schools which have been granted temporary recognition 36 Belated applications 35 Admission to aid and allotment of grants 35 Publication of lists 35 Preparation of bills .............................. 35 Arrear grants 35 Monthly Returns from schools .. 36 Monthly Returns as the basis of assessment 36 The sanction of proportionate grant 36 Assessment of teaching grants — .. .. .. 37 Data (1) A minimum monthly absolute average attendance 37 Data (2) Modified average attendance 37 D ata (3) Total number of sections .. 38 Data (4) Number of teachers actually employed . 38 Data (5) Number of untrained teachers 40 Data (6) Qualifications of teachers . 41 Data (7) Percentage of the strength of Standards IV and V to the strength of standard I .. 43 Data (8) Number of working days in the year 44 The assignment of grants— Four stages 45 Increase 45 Increase in relation to staff and class-structure of schools 46 rncrea.se in relation to trained teacher ratio 46 Increase in relation to statutory cut 46 Reduction of the grant .. 46 Modification of original recommendation 47 Falsification of registers, etc. 47 Intimation of reduction of grant 48 Pro3edure when funds are inadequate : Pro rata cut .. 48 Efficiency in relation to pro rata cut distinguished from that in relation to increase 48 Payment of grant in instalments 49 Compensation against concessions to children o f soldiers 49 Compensation against exemption of poor girls from payment of fees .. .. ............................... 51 Applications for grants for furniture, books and appliances .. 52 Amount o f grant . 52 Conditions of sanction and payment 52 E.E.M.—B PAQIB C h a p t e r VI— ^Elem entary School ADMiNiSTBAxioTf. Elementary school the real centre of elementary education 63 The tea cher in rela tion to other conditions 53 Need for suitable accommodation 64 Conditions of accommodation 64 The open-air tree-shade ideal 64 Selection of sites for school buildings 66 Orientation of buildings .. 65 Floor space 65 Composition of floors 66 Seating arrangements 66 Windows 56 Doors 66 Height of classrooms 66 Ventilation .. 66 Dimensions and fittings of classrooms 67 Roofs 57 Sanitary arrangements 67 The teacher’s influence in respect of accommodation . 58 Propaganda to improve accommodation 58 School effort in regard to cleanliness 58 Accessibility to scheduled classes 59 The school garden .. 69 The playground 59 Application for alienation of land 60 School decorations 60 Care of wall surface . .» 61 Mottoes 61 A name-board 61 Information Board 61 Pictures . • • 61 Mounting and storing of pictures 62 Flags 62 Furniture .. 63 Other articles of furniture 63 Clock or time-piece 63 Blackboards 64 The surface and position of the blackboard 64 Chalk and duster-cloth 64 Diagrams, maps and charts 65 Other pictorial and visual aids . 65 Aids and appliances for practical work .. 65 School museum G6 Pupils’ library 66 Tools for handicrafts and garden implements 67 The requirements in respect of staff 67 Admission of pupils only twice a year .. 67 Restriction in the interests of effective instruction 68 Children below school age not to be admitted 68 p a g e Over-aged pupils not to be a d m i t t e d ............................................. 69 Admission of girls in boys’ schools 69 Records of previous study 69 Applications for admission .. .. .. .. ~ . 70 Two important points of information at the time of admission 70 Admission test and class on admission .. 70 Admissions to not encroach on instruction periods .. 71 Classification of pupils 71 Half-yearly promotions .. 71 Following up the classification .. 72 Annual promotions 72 Stagnation .. 73 Stagnation and the course of instruction 73 Estimation of stagnation .. 73 Two main causes of stagnation .. 73 A third and most common cause of stagnation 74 Absence of classification as another cause of stagnation 74 Stagnation and defects of teaching 74 Withdrawals 75 Model schools empowered to issue Elementary School-Leaving Certificates 75 Wastage 76 Estimation of wastage 76 Importance of reducing wastage 76 Propaganda as a remedy .. 76 Re-adjustment of school hours as another remedy 76 Conditions of class teaching and wastage 77 Prevention of wastage by admission of pupils at the right age 77 Attendance of pupUs 77 Dq|;ermin&tion o f school hours, holidays and vacations 77 Miscellaneous holidays 78 Importance of teachers’ study of local conditions 78 Punctuality in attendance of pupils and teachers 79 Teachers’ residence in school village to promote punctuality 79 School discipline . 80 The type of discipline to be secured 80 Dress regulations .. 81 Importance of personal hygiene .. 81 Curriculmn and syllabus . 81 The subjects of study 82 The syllabus in relation to the teacher’s scheme of work 82 Development and progress to be indicated by the scheme 83 Special problems and the optional subjects 83 Proportion of time to be given to optional subjects .. 84 Time-tables: General factors 84 The class-teacher system S4 Distribution of time among the subjects 86 Order of subjects in the time<tables 86 Plural class time*tabies , . 86 FAQB Plural class teaching 86 Monitors and plural class teacliing 86 Tima-table deviations : Shift system 87 Time-table deviations : Part-time and night schools 87 Changes in time-tables 87 Timing of periods to be noted in time-tables .. 87 Function