EDUCATION DEPARTMENT THE PROGRESS OF EDUCATION IN MADRAS QUINQUENNIAL REVIEW 1947-52 PR IN TED BY THE SUPERINTENDENT OOFERNMENT PRER8 MADRAS 19 6 6 Price 3 rupees LIBRARY. Ministry of Education, New Delhi. aas« No...3.3.3.i...Er.d.Ls....... BookNo...tA...^!«.^.Vol............. Acc. No............................Copy.......... FAQBS OSAfTEB. I . Introductory . .. ......................................................... 1 n . Educational Persoanel and Organization . 16 HI, Primary Education .. .. .. .. .. .. 26 IV. Basic Education ............................. .. .. .. 52 V . Secondary Education .. , , .............................. 68 V I. Training of Teachers .. ........................................... 122 VII. University Education .. .. ........................................... 156 V m . Technical and Professional Education . 180 I X . Social Education . ........................................... 207 X . The Education of Oirls and Woman . 21$ •yT Mucellaneous . ... 223 y iT . Cultural Development and Inten^tional Aotiritiee . 284 X m . General Estimate and Conclusion . 290 QUINQUENNIAL REVIEW ON THli p r o g r e s s o f e d u c a t i o n IN MADRAS, 1 9 4 7 -5 2 CHAPTER I. I ntkoductoby. A . Jinjjaci of political arid econouiic cluingefs in the couairij on education. In the beginning of the previous quinquennium (1942) war clouds looked black indeed and thus affected considerably the educational institutions and educational effort in the Madras Presidency. The beginning of the present) quinquennium (1947) saw tho beginning of a Free India. The period under report started with far-reaching political changes in the country with the attainment of Independance on August 15, 1947 ; the birth of the Indian Republic on the 26th January 1950 and the making of the Indian Constitution. Having emerged only quite recently from the severe effects of World War II, the countiy saw everywhere its condition quiet unsettled and much disturbecl politically and economically. An all-round social awakening was noticeable, the old days of apathy and indifference to education on the part of the masses, especially in rural areas, with regard to education disappeared. The social awakening mspired by political agitators for a generation, the enthusiasm and love for education that India’s soldiers of the Second World War brought back from their travels and the facilities and concessions granted, were some of the factors that contributed to the demand on an unprecedental scale for the expansion of educa­ tion in the State during tho period 1947—52. There was a phenomenal rise ui the demand for education especially at tho Secondary and College stages and for Technical Education. Tho demand was keen both in ui*ban and rural areas. The attaiument of freedom released great forces of National reconstraction. The Constitution of India doclarcd tlic need to ftchieve universal compulsory education within ten years from 1960. The need to provide educational facilities on a mass scale became very urgent. The State Government boldly laid down a policy of having at least one Elementary School in each \ illage « ith a population of 600 and above, one Secondary School for each taluk and one College for every district, nlthougli correaJmnding reRouvoes for running them on proper lines were not readily a\ ailablc. Figures given in section (/) show the great expansion of education achieved during this vital period. But this period is notable not merely for the increase in the number of educational institutions and‘ scholars but also for reforms, reorganization and introduction of new schemes and features hitherto unknown, but quite essential under the impact of political and economic changes. There was, first of all, the need for a literate people, a need that became more pressing and urgent with the extension of franchise to all adults. TJiere was again the constant demand for efficiency and increased output in Industry, Commerce, Public service and also for social discipline. Last of all, but by no means the least, there was the crying need for “ Vocationalism ” , i.e., education for a Job ; lai^er and better education to secure better and better jobs. Whatever the general aims therefor, no scheme of educational development could ignore these three conditions. Naturally, the last five years 1947—52, which forms the first five years of Free India, have been a period of tremendous increase in the number of educational institutions of all types and of every description. Consequent on the important political changes in the country, certain readjustments in the administrative set up were found necessary during this period. The following are some of the instances:— 1. Pudukkottai which was a separate State till 3rd March , 1948 with its own Director of Public Instruction and its own scheme of Elementary, Secondary and Collegiate education, got merged into the Indian Union, with the result the Director of Public Instruction, Pudukkottai, was permitted to retire and a separate officer of the status and rank of a District Educational Officer (designated as Special Officer) was put in charge of its educational affairs. The Special Officer was assisted by two Deputy Inspectors. Elementary schools which were formerly under the control of the Pudukkottai Government were transferred to the control of the Tiruchirappalli District Board in 1950 and Pudukkottai Municipality in 1951. 2. Consequent on the merger of the Banganapalle State with Madras, the administration of the Education Department and the institutions of the State were taken over by the District Educational Officer, Kurnool. B. Reorganization of Edflication, With the gaining of independance the problems became so vastly different. The country got a new status, a new outlook and a new responsibility. The content, programme and emphasw of education had to be completely re-orientated, re-thought and re-adjusted. Attempts were made to strike along new paths and try new experiments. By doing this many interestirig and valuable experiences were gained. Beorgaaization- tas been, fcli© key note of tKe department during the period under report. While a large number of new schemes were organized, the existing system of Elementary and Secondary Education was thoroughly reorganized during the auinouennium . The introduction of Basic Education envisage^ a j^J^Jiiation and reoi^anization of Elementary Education in certain ftmdamentals. X’he need to have a wider variety in the curriculum at the high school stage with a vocational bias, apart from the academic course leading to the Universities was increasingly recognized and provided for by the introduction o f diversified courses such as the pretechnological courses in Engineering, Secretaiial course and Agriculture for boys and the Aesthetic and Domestic Scieuco courses for gii’ls. The reorganized scheme of Secondary Education introduced in 1948 was a comprehensive one. Great emphasis was placed on the regional language, basic crafts, citizenship training and the provision for audio-visual education. A detailed account o f the scheme is given in Chapter V dealing with Secondary Education. C. Important Committees and Conferences. Advisory Board of Edv^tian.—In G.O. Ms. No. 13, Education, [dated 4th January 1947, Government constituted a Provincial fe-dviaory Board of Education consisting of 29 members to advise them on all matters referred to it relating to all grades of education. The Hon*ble Minister for Education was the Chairman and Sri D. S. Reddy, the then Deputy Director of Public Instruction, was the Secretary. The Board ordinarily met once in three months and discus^d subjects of varying nature. Two conferences of aU District Educational Officers and Inspec­ tresses were held during the quinquennium at the Teachers’ College, Saidapet. The &st conference held in 1948 was a camp- conference and the “ Reorganized Scheme of Secondary Education” was the main theme; Board of Secondary Education.—The S;S.L.C. Scheme introduced ^n 1920 contemplated the constitution of a Board for working the doheme and conducting the examination^ Its members were ‘Urectly connected with High Schools, either as Headmasters or as Inspectors of Schools and their functions were more than advisory. After some years the University of Madras agitated for ^presentation on the Board and it was given*. For sometime it ■as a convention to send to the Board only those who had direct Douch with the High Schools, but very soon this healthy convention !vas broken: In pursuance of the recommendations of a Committee appointed 7 the Madras University, the Madras University was given Q.R.— 1a increased representation on S.S.L.C. Board and the Board was declared an autonomous body. In G.O. Ms. No. 1788, Education, dated 16th September 1946, the S.S.L.C. Board was reorganized and was re-uamed as the Board of Secondary Education. The new Board had a wider basis of representation of the several interests connected with Secondary Education. The Board consists of twenty-six members— (1) Officials (ex-officio) ......................... .. — 5 (i) The Director of Public Instruction, Madras—Chairman-, (ii) The Deputy Commissioner for Government Examinations, Madras (Vice-Chairman). (iii) The Deputy Director of Pubhc Instruction in-charge of Secondary Education. (iv) The Principal, Teachers’ College, Saidapet. (v) The Principal, Government Training College, Rajahniundiy. (2) Representatives of Universities 10. Madras University Andhra University Annamalai University .. (3) Nominated Members— Representatives of Teachers