REPORT Committee Emotional Integration

REPORT of the Committee on Emotional Integration N U EPA DC 1962 MINISTRY OF EDUCATION GOVERNMENT OF INDIA ED. 331 3000 ■C *. i »bcum&" ..>** uniM l' >Iat x»<»l la*- t *. Jk.V/..«Krf:ton** ?!*». -og ■■::■■. : . h i, • r io r 17-J4, i .**> * - .:.]•■•••'• Mwg. D * y ‘"' *16~ 6* > oft -» ^ i PUBLICATION No. 659 Price : In la n d Rs . 2"65 ; F o reig n 6sh. 3d. or 96 cents PRINTED IN INDIA BY THE VISHVA BHASATYA PRESS, NEW DEIiHI AND ptrpLISHED BY THE MANAGER OF PUBLICATIONS, DELHI, 1962 “W e should not become parochial, narrow-minded, provincial, communal and caste-minded, because we have a great mission to perform. Let us, the citizens of the Republic of India, stand up straight, frith straight backs and look up at the skies, keeping our feet firmly planted on the ground, and bring about this synthesis, this integration of the Indian people. Poli tical integration has already taken place to some extent, but what I am after is some thing much deeper than that - an emo tional integration of the Indian people so that we might be welded into one, and made into one strong national unit, main taining at the same time all our wend.erful diversity.” Jaw aharlal N ehru (From a Speech at Bangalore, October, I9SS) CONTENTS P a« e A \. SYNOPSES OF CHAPTERS (ix) B3. INTRODUCTION (xiii) C3. CHAPTERS I. Historical Background .... 1 II.Trends Undermining, And Factors Fostering, U nity ...... 19 III. The Philosophy Of Education . 27 IV. General And Major Policy Suggestions . 31 V. Language And Script .... 47 VI.School Education ..... 62 VII. University Education .... 79 VIII. Youth Programmes . 95 IX. Adult Education . 104 X. Teachers ...... 113 XI.Curriculum ...... 121 XII. Textbooks And Other Reading Materials . 128 XIII. Summary Of Recommendations . 140 XIV. Conclusion ...... 164 Note By Prof. H. N. Mukerjee . 165 APPENDICES 1. Resolution D ated 15th May, 1961 Appointing The Committee On Emotional Integration . 169 2. Notification Dated 25th November, 1961 Appointing Two Additional Members Of The Committee ...... 170 3.Letter Dated 29th May, 1961 From The Union Education Minister To The State Chief M inisters ...... 170 4.Letter. Dated 6th June, 1961 From Joint Edu cational Adviser, Ministry Of Education To All State Chief Secretaries . ' . 171 5. Letter Dated 6th June, 1961 From Joint Edu cational Adviser, Ministry Of Education To All State Education Secretaries . 171 6. Address by Dr. K. L.. Shrimali, Union Edu cation Minister, At The Inaugural Meeting Of The Emotional Integration Committee On 10th July, 1961 . ■ . • • 172 7. Address by Dr. Sampurnanand, Chairman, At The Inaugural Meeting Of The Emotional Integration Committee On 10th July, 1961 175 8. Letter Dated 21st July, 1961, From Dr. Sampurnanand, Chairman, Emotional Integra tion Committee, Forwarding The General Questionnaire • . , 179 9. Analysis Of Replies To Questionnaire . 181 10. Persons Interviewed By The Emotional Integ ration Committee .... 194 11 . State Liaison Officers . 199 12. Tour Programme And Meetings Of The Emotional Integration Committee . 200 13. Questionnaire On Textbooks . 201 14. Emotional Integration Committee — Prelimi nary Report ..... 203 15. Constitutional Provisions . • 212 16. System O f School Classes In India—1960-61 213 17. Number Of Secondary And Higher Secondary Schools ..... 216 18. Introduction Of The Three-Year Degree Course 217 19. The Three-Language Formula Recommended By The Centi al Advisory Boai;d Of Education in 1956 • And Statement Showing The Position Of Introduc tion Of Three-Language Formula By Different States And Union Territories. 218 20. Three-Language Formula Suggested By The Chief Ministers’Conference In 1961 . 223 21. Extracts From The Statement Issued By The National Integration Conference, Septembei- October, 1961 . 223 (vi) 22. Extracts From The Proceedings Of The First Meeting Of The National Integration Council, June 2 And 3, 1962 . 224 23. The Adoption O f Indian Lariguages As M edium Of Instruction In The Universities . 226 24. Constitutional Provisions Regarding The Rights Of Minorities . 235 25. Scheme For The Provision Of S chool Uniforms 236 26. Recommendation Made By The Central Advi sory Board Of Education — 29th Session, January 1 And 2, 1962 : Relevant Extracts 237 27. Youth Hostels In India . 238 28. Chart On Literacy In India ’1961 . 239 29. General Literacy Rates (1961 Census) . 240 30. Literacy Rates For Men and Women (1961 Census) ..... 241 31. Salary Scales And Allowances Of Primary Teachers In Government Schools As On 1-1-1962 ........................................................ 242 32. Salary Scales And Allowances Of Secondary Teachers In Government Schools .• . 255 33. Scales Of Pay Of University Teachers . 275 34. Teachers’ Education and Training . 275 35. Nationalisation Of Textbooks In India . 276 (vii) SYNOPSES OF CHAPTERS Introduction Appointment of the Committee —Membership—Terms of Reference — Inaugural Meeting —General Questionnaire—Evidence—Tours—Text- Ibook Questionnaire—Preliminary Report —General Approach—Acknow ledgements. C h a p t e r I : Historical Background Emotional Integration, one of the most important subjects exercising tlhe mind of educated India-Neglect of the emotions—Our approach so far to problems has been purely intellectual, but a solid psychological biase for nationhood is necessary—Indian society not in a state of disin tegration but unity needs to be strengthened - The connotation of integra tion—Unity in diversity —The lessons of history—The coming of the Europeans. Concept all through the ages of an India which transcends barriers otf province, caste, language and creed—Religion not the only bond — E;arly invasions and the Indian power of assimilation—Southern India— S;anskrit, the unifying bond —Social separatism and decline—India open to invasion —The coming of the Muslims—The influence of the imvasions on Hinduism —Islamic rulers—Composite culture—The break up of the Moghal empire—The coming of Christianity—Contacts with thie West—The Sikhs —Indian philosophers — Indian scientists —Our heritage—India and the world—The continuity of Indian culture. C h a p t e r . II : Trends Undermining, and Factors Fostering, Unity Forces which tend to undermine unity—Caste an indefensible insti- tuttion—Communalism— Regionalism and language—Regionalism and ecconomic development—Provincialism — Linguism—Linguistic minorities — Economic frustration—The need for idealism—A common goal—The sharing of a common danger. C h j a p t e r III : The Philosophy of Education Need for definition of a philosophy of education—Education not an end in itself but a means to an end—What are values—Religion and the: secular State—The philosophy of education, only another name for thosse philosophical assumptions that must be made to build up effectively the personality of the pupil—The development of character antf personality. C h a p t e r IV : General and Major Policy Suggestions The role of the Centre and the States in the implementation of policy—Historical —Constitutional provisions—Need for working partner ship between the Centre and the States—Lack of correlation and follow- up of programmes—Policies arrived at by majority decisions to become all-India policies—Necessary Constitutional changes to be made to implement the suggestions. A common pattern of education—The pattern suggested by the Secondary Education Commission—The need for eQual opportunities in education and similarity of standards—Need to adapt education to economic conditions—Entry to universities too early -Dilution of standards —Higher secondary education—The need for a terminal stage — Multipurpose schools —Vocational and semi-vocational courses —The pre-university class a failure—Need for two years of pre-university study — Outlook for 1975. Scholarships and other facilities—Programme of corrective assist ance—Backward classes —Emphasis on scientific and technical education —Humanities not to be neglected—Primary education-Quantitative expansion should not ignore Quality-Further education for adults. Pool of competent educationists and educational ;idministrators to be created—Recommendations made in the chapters to be classified as national priorities. C h a p t e r V : Language and Script Language and the emotions —Relation between education and the official language —Our multilingual heritage —The desirability of a common means of communication—Points of view examined —The need for a common Indian language—Constitutional position—Hindustani and Roman script—Views taken by previous committees—Tht- need for compromise —The use of the Roman script in certain areas may be permitted to popularise the study of Hindi —Compulsion in non-Hindi- speaking areas to learning Hindi, undesirable. The three-language formula for classes I-V, VI-VIII, IX-X and XI-XII —Details of formula for Hindi areas and non-Hindi areas —Medi um of instruction in universities-the link languages, Hindi and English — Language and the rights of minorities—Safeguards. C h a p t e r VI : School Education Pre-school education—Primary education—Objectives of primary education—Need for Quantitative expansion —Need for increased enrol ment of girls—More women teachers needed —Midday meals. ( * ) Secondary education —Definition of secondary education —Voca tional training—Continuation education for the age-group 11-14—Ap prenticeship courses—High school as a terminal stage—Multipurpose schools —Vocational and educational guidance —Cooperation between institutions 6f higher_ education—School uniforms—National Anthem- National Flag—National

Load more