37 CHAPTER 3 THE EVOLVING STATUS OF GSQGRAPlfT Relating to our stud1' period the interdisciplinary nature of geography is seen in its place in General knowledge. It was also a subject in the courses of study in the schools & Training Colleges. 2.1 The status of Geography/ can be studied with reference to the provision of courses of study in the primary and secondary schools but it has not been possible for us to trace completely the evolution of its status from this source of information. It is, however, interesting to note tnat a good deal of insight could be obtained, as we have done, from the D.P.I.'s reports (1855 to 1908), which give details, along with the titles of books and of the sale of Geography books in English and Marathi. In the Indigenous schools the subjects were oriented to the practical needs of the aeoole. Teaching extended over mother tongue (reading, writing and gramma;;) and arithmatic including some accounting and memorising tables ( TTfe ). There -was also some teaching of Mod_jscript and moral lessons were also a part of general instructions imparted through the epics like 'Ramayana' and 'Mahabharata' and other similar books. There was no formal teaching of geography, though there is an evidence that the maps were in use only in case of important wards like Sawai l^&dhavrao peshva for whom a map was prepared by Nana Phadnis. In the first few decades of the British rule in this 38 part of the country and due to activities of Bombay Native Education Society which led to some formalisation in the system of Education along with the starting of schools and colleges, appointment of teachers 6. suitable textbooks were identified in the subjects taught. Initially the subjects were Mathematics, Accounts and Marathi. Later on History and Geography as veil as study of "Some natural phenomena" were included. 3.2 Translation activity started - The translation activity was vigorous at that time, as seen by the publications of Sullivan's 'Rudiments of Geography' (D.P.I. Report 1870). As I^rathi was the medium in the schools of that time, efforts were made to translate English books in karathi. In Geography, the books by Cleft, Nicholls and Reid were widely used. The Atlases s~ those of Chamber's and Phillip's in English were consulted, and based on these, there were some K&rathi versions. It is in this background the early books like Bhugol- Khagol, Bhugol Vidya, Hindusthanqha Vernan by Kainwaring and Janhavekar, Jambhekar and Major Candy were published in Marathi. These books and other Geography books in Marathi were specially commissioned by the authorities like the Board of Education and the Director of public Instructions. During the early period, thus, Geography seems to have been taught with History as a compulsory subject and the content of the book largely determined the syllabus to be taught. Appendix A 39 3 ,3 Geography in 18_50's .(a part of General knowledge) In 1851, the introduction of Grant-in-Aid rules led to the formal development of courses of study and syllabi. Teaching of Geogr- phy vas closely associated with that of history. Sometimes both these subjects were taught as a part of General Knowledge, D.P.I. Report (l355-56J records that the regional study of India "cf of the region in which the student V lived. The teaching of Geography vas largely oriented to "A General acquaintance of Geography of I-Iindusthan and a minute one with that of your division or that part of it, in which the language in -which the candidate is examined, spoken" (Instruc­ tions given by D.P.I, to .Education Inspectors). According to the D.P.I.'s Report of 1355-56, the teaching of Geography in the Normal schools was done at differ­ ent levels in such a way, that the Geography of Bombay Presidency was taught at the second year, the Geography of India & England was taught at the third year & the political and physical Geography, as a necessary prelude to the study of History of India or England at the fourth year. In the fifth year the contents of Geography were the same as before along with mathematical Geography. Geography in the Normal schools In the Normal schools the standard subjects were English, History, Mathematics, Sanskrit, Vernacular and Geography was an extra subject with natural philosophy. 40 Among the books s?;nct3|oned specially for use in Government and the English schools, those of Cornwel's and Sullivan's were widely used. Vernacular maps of Europe prepared by !•:zr. Keith Johnston'of Edinborough also began to be used. The Geography textbooks were sold at cheap prices, es is seen from the fact that in 1857-58, a copy "Rudiments of Geography" cost 2 annas 6 pal, "Geography part I" 2 anjnas, 6 pai, "Geography part II" • 1 anna, 6 pai only. Geography in Central Schools -rr r/jxe- Ve have a glimpse of the position of Geography in 1859-60 with reference to the course of study in the Central school (Training College) of Slphinstone Institute. The General Geography w&s included at all levels from candidate class to class X of the Central schools, where the various branches of Geography like physical, ancient, historical, regional, observational were included, with the study of map drawing. It will be thus seen that in these courses of study Arithrnatic, English, General knowledge and /ernaeular were the :;;ain subjects and Geography formed a part of General knowledge. 3. 4 Geograpny_ in 1860 *_s During the 1360's, Geography continued to be taugnt i at the primary and Secondary school levels. The importance of Geography during this period is well r -fleeted in the 41 various books that were used either in their English versions or their Marathi translations!. Among the books published were "An account of India" by Major Candy (1861), translation of Morris, 'Geography' by Veenayak Narayan, 'a manual of Geography" - a descriptive index to Johnson's map of Asia (1861), Rudiments of Geography by Balshastri Jarnbhekar, Candy's Manual of Geography of Asia (1363), a map of Africa, a marathi school Atlas (1863)^ collectorate's maps; map of India (1863). The older Bhugol-Khagol and Jarnbhekar's 'Bhugol-Vidya' were reprinted. There -was also revision of maps and was an attempt to abridge the 'Manual of Geography' by Candy and Duncan's 'Geography of India'"., During the same period 'Description of the World' by Candy and 'Geography of Hindus- than' (1864) were widely used. Also the outline of Geography by p.3. Godbole (1865) received attention, with the growth of Anglo-Vernacular schools, there was also a good sale of books, maps and globes in English. Such publications were 'Physical Geography' by Hugo, Morris's Geography, Nicol's 'Geography' and Reid's Geography, Hunter's Manual of Geography. The school room maps by A.K. Johnson, Phillip, Walker and terrestrial globes were in use. Atlases like those by Chamber, Johnson, Butler were also in wide use. The two events which seem to have promoted Geography well during this period, were the introduction of Grant-in- Aid code and scholarship examinations for European and Vernacular schools. It is interesting to note that Mahadeo Govind Ranade of Dakshine Fellow of the Elphinstone college taught 'two hours History and two hours Geography to lower classes'. 3.5 Geography in 1870's It is clear that it was from this period that History & Geography were combined subjects, an association which continues even today. In the training colleges also the provision for teaching of Geography was made (1369-70). The position of Geography in 1870's is well reflected in the D.P.I. »s Report of 1870-71. The official recommendation was "to make greater use of colleotorate maps, a suitable geography of Bombay for standard III, if necessary prepared in English and translated into all vernacular; a general Geography for Standard IV, Geography of Asia, Europe for Standard V, and Geography of World for Standard VI". It was also recommended that along with "with the General information about physical Geography and Elementary Astronomy and Geology led down for these standards. The part about India and countries adjoining it should be in greatest detail", (page 477). During this period Geography was also a Matriculation subject. 3.6 Geography from 1880 to 1900 During the next two decades (1880-1900) the status of Geography in school education remained more or less the same, though increasing enrolment resulted in increased sale of Geography textbooks. 43 An important development, from our point of view, was that new authors began to make their appearance; . translation activity was encouraged and the private publishing firms from England like l^craiilan and Longman's Green entered into the regional market. 3.7 Geography - 1900 to 1930 In the year 1902, it was recommended to University that in addition to English, tfter'e. should be a classical language, history & Geography. In~tr?e year 1904, University transfers to Government - a school final examination. It was conducted by Education Department. The subjects were English, Modern language, Arithmetic, History including General Geography. The first two decades of the present century (1900 to 1920) witnessed an increase in number of textbook-writers of whom Marsden was the leading one. In Marathi S.7. Patwardhan's Geography textbook came to be widely used. Thus the status of Geography in Primary and Secondary schools as well as in the training colleges became i stabilised. In the year 1913 - Itetriculation subjects like Science, Geography and Vernacular cease to be examined. In these subjects, the Headmaster of the school is to certify,"^before the candidate was admitted to lyfetriculation examination^fthat is at the Itetriculation stage.