07_chapter 2.pdf

C H A P T E R - II

HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION IN INDIA AND IN ORISSA

C H A P T E R -

II

HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION IN INDIA AND IN ORISSA

Physical the

needs

society The his

of

Education which

the

individual

has rendered

mental

and

physical

emphasis

in

and

bearing on

the requirements of the

in valuable service to the country.

moral

nature

wel-being. the

has practical

past

of

But

had

man

is

history

been

interlocked reveals

more

on

with

that

academic

the side

without due consideration of the physical welfare of the student

youth.

physical

education

on

political,

its

History

also

It

is in

further

seen

every

country

economic

and

reveals

that

that

progress

had depended mainly social

physical

of

development.

education has always

been used by countries for building the youth for defence of

the

country.

received student

In

attention

course as

indiscipline.

of

time

a measure Later,

physical

against

the

education problem

of

it was considered necessary

as a part and parcel of the educational system to achieve the goal

of education.

education was which

it

then studied

was

programmes

The scientific aspect of physical

and

developed schemes

by experts and as a result of and

for

utilized

youth

in

formulated

development

through

sports and other physical activities. 2.1

HISTORICAL INDIA In

India

development,

DEVELOPMENT

physical

OF

PHYSICAL

education

EDOCATION

emphasized

IN

physical

good health and character for development of

32

the

individual,

The

Indian

recognised

as

well

as

National

the

defence

Congress

of

the country.

established

the role of physical education

in

1885,

in the freedom

movement of the country. This political consciousness led to

the

establishment

Khanas.

Some

were

of

Vyayam Shala,

already

in

Akhadas and Talim

existence,

but

many

more

were founded by political people with the aim of national regeneration through physical education. These centres of physical and

education

the

old

exercises. training desire part

to

This

take

revival

encouraged

for

in

provided

political

these

part of

a

opportunities in

of

freedom.

exercises

the

indigenous

traditional

sense

to

young

physical

form of physical

national

unity

and

a

More and more people took

for self defence.

This resulted

in Akhada movement in India.

During this movement in the early part of the 20th Century,

the

Shalas,

Talim

tried

exercises Khanas

wepe

and

carried

Akhadas.

These

in

Vyayama

institutions

their best to maintain and promote the traditional

activities among amongst

them

patriotism.

the youth of the country and inculcated

love

for

However,

physical

fitness,

could

be made

to promote

achieve

these

ideals.

The

taken

in

1937

nationalism and

under the British rule no systematic

efforts

was

out

when

first

the

office in the Bombay State.

physical step

Congress

in

education

this

Ministry

to

direction came

to

33

The along

history

with

political

of

physical

classification history

of

which

is

{2000

B.C.

education various

divided

can be studied

periods into

of

the

Indian

following

ages.

1)

Vedic

2)

Epic

3)

Historical

4)

Nalandian

5)

Rajput

Period

-

(300

6)

Muslim

Period

-

(1200

7)

British

8

)

Age Age

-

(1000 B.C Age

Period

-

- (600

Period

-

-

-

1000

600 B.C

(300

B.C) -

300

A.D)

A.D)

A.D

to

1200

A.D)

-

1750

A.D)

A.D

(1750

B.C)

A.D

-

1947

A.D)

Post Independence Period - (1947 upwards)

1)

VEDIC

AGE

Much to

-

India

Vedas

from

are

contain

of

not

the description about Aryans who migrated Central only

references

Asia

the to

comes

from

religions

the

social

the

books, and

Vedas.

but

they

political

The also

life

of

the people.

Inhabitants strong

andsturdy.

of They

India

generally

agricultural

life. Archery,

racing

their common

were

were

not

meant

war as we 1 1 .

for

during

pleasure

only,

period

were

loved pastoral

horse

sports.

this

riding In

fact,

they

and these

were

and

chariot sport^s

devices

of

34

Yogo seems 'Pranayam*

to have originated during this period.

was considered

a sacred duty.

'Pranayam'

is a

yogic exercise practised by the sages of the time to have complete

control

fortify

the

physical

of the

body

breathing

and

exercises

purify

were

process

the

'Surya

so

soul.

as

Some

Namaskar'

of

which

to the

helped

keeping the body healthy.

EPIC AGE

The exploits of the Indians of this period can be gathered from the

'Ramayana'

were composed during this

period

was

a

the

other

hand

and the

this period.

period

of

the

Both epics reveal that

great

system

'Ma ha b ha ra ta ', which

turmoil

and wars.

of education

was

On

quite

elaborate. This system had apart from scriptural studies, physical

education as

Archery,

Javelin throwing,

wrestling,

horse

elaborately warriors Arjuna, for

one of

described

as

Ram,

Kama,

their

riding

Drona

physical

education; but

the

armaments

was

in

Gurukhuls life

upto

scriptural

the

age

of

racing

have

become

of

teachers

pupils years

and

Bhima, immortal for

arms

and

who were

well

used lived

learnt

activities along with mental education.

been

teachers

studies too. There

25

have

The names of such

knowledge

(Schools) where the

club fighting,

no separate

same

items.

Megghanatha,

etc.

were

given by

books.

Ravan,

There

versed

valour.

chariot

these

Laxman,

Bhisma,

compulsory

sword fighting, and

in

the

to

be

a celebrate

all

physical

HISTORICAL AGE ; (100 B.C)

The

ancient

religion

jolt in this period. existing

social

Brahamanical

of

the Hindus

had

its

first

There was a great revolt against the

disparties,

dominance

and

rigid

caste

orthodox

system,

acceptance

the

of

the

scriptural authority. There was general discontment among the

masses

priestly

against

class.

the

This

tyranical

spiritual

two great religions namely religions due

were

religions

emphasis

was

also

Meghasthenes

who

Chandragupta

Mourya

system sword very

of

visited has

physical

fighting,

awakening

'Jainism' of‘ peace given

and

physical

during

referred

to

for

gave

the

birth

to

'Rudhism'. These

India

training

of

and non-violence.

to

Javelin throwing,

common sports

dominance

the

a

the

very

army.

Yet

training. period

of

elaborate Wrestling,

horse racing etc. were

in those days.

Training in the art of

war was both intensive and extensive.

4)

NALANDA PERIOD

Nalanda was a great city 6000

students,

country, with

not

students

from

where

different

more

parts

of

than the

but ?»lso from foreign lands used to study. Along

religious

education

only

learning

was in

a

given

philosophical due

systematic

emphasis manner.

and

studies, was

Besides

physical

taught

to

'Pranayam'

and

Jtt

'S u r y a done

namaskar'

every

l i fe o f

day

RAJPUT

fought

were

was

revival

Rajputs

day,

effectively.

popular

by bi rt h they

6)

life.

The

of

this

MD5LIM

which

both

the

one

were

r o un d .

this

The

p er i o d .

during

of clans and

no central 13th

themselves

a

pure

and

Javelin

mace

Girls

were

Kshatriya

That's

t he

t aught how to use riding,

authority,

etc.

taught

age

of the

and daggers

throwing,

fighting also

system

early

swords

an d

why during

wonderful

From

often

century.

fighting.

adopted

this period.

how

archery, were

very

to ride a

saddle.

and

This

was

training.

hunting

Dancing

of

hard d u ri n g

upto

was

had

Horse

horse w i t h o u t

examples

exercises

the year

hundreds

There

called

activities.

Rajput

all

Hinduism

supreme

children were

wrestling,

of

dividedinto

physical-cum-military Rajput

exception

themselves.

profession

their

physical

t o be v e r y

they remained

The their

was

among

however

used

of

PERIOD

There Rajputs

forms

without

students

5)

The

other

have

religious

been

part

fairs

and parcel

(mel'as)

were

o f ‘the good

activity.

PERIOD

period the

music

was

Hindus

over

the

also

marked

and Muslims other.

Many

by

much

took pa r t

f or

traditional

strife

in

supremacy activities

37

like

'Yogo'

and

seems

to

lik e

wrestling,

Javelin and

be

a

'Pranayam' very

popular

boxing,

throwing

animal

were

were

fighting

given

sports

of

swimming,

given were

due

a s e t b a ck . this

period.

sword

very

Sports

fighting

emphasis.

also

Hunting

Pigeon

popular

an d

flying

during

t he

period, 7)

BRITISH

PERIOD

Physical Indian

society

considered doubt also

as

the

in a

one

part

English

did

physical Tn

education

not

a

in

the

of

made

subject,

supervisory Education

in

physical

school

training of

the

gymnastics, interest

activities. compulsory

youth

t he In

in'

centre

only

1 8 82

and

promoted by

1894, in

th e

It in

question was

of

t he was

retained

t he

t he

Indian physical

recommended

schools

children

they

programme.

recommended

of

exercises.

schools

yet

of

that

in

the

native

ga mes ,

This

to

No

education

time,

encouragement

other

been

shouldered 1870,

first

never

inclusion

educational

in

t he

school

subject

and

th e

curriculum.

the

India

the

had

in

people,

to

education.

be

drills

of

of

For

Commission

training

interest

powers.

but

loving

school

education

existed

of school

sports

Government

state

other,

attention

responsibility a

or

always

and parcel

any

education

1833,

form

are

pay

had

spurred

take

physical

making

considered

th e

it but

a no

38

definite P olo,

policy

Cricket

a nd

Private gymnasia,

the

Kho

much

and

some

to

Madras

1^32.

into

F.ducatioH

was in

weeks

and

P.T.

The

1 92 0

by

In

1924,

vishadd'.

H er e,

H.C.

in

Flducation a n d

for

was

1945,

B uc k.

of In

as

Scouts

Physical

the

awarded

th e

National

Recre-a*:Ion o f

in

Training

Prasarak

aid

the

and

(BombaY)

came

Mandal'

of

institution

youngmen

India

Education

The

cause

of

1931,

Hyderabad

1938,

this

the

school

Education,

In

Khandiyali

serve

by

development

Physical

'Vyayam

I n d ia .

imparted

pre-independent

Education,

1914,

were

students

of

Education,

Kho-

'

in

Mr.

folk

Physical

re-employed the

College

course

popular.

outstanding

Physical

course

exercises,

exercises

prepared

to

^.hls

Physical

became

up

completing

interest

l i ke

set

summer

traditional

games

College

In

mandals

Indigenous

education

Physical

Kreeda

apparatus

established.

existence.

of

like

light

also

Christian

of

Amaravati,

five

of

a nd

education

with

also

in

were

Institute

spread

aa

popular.

physical

Akhadas

such

exercises

Y.M.C.A.

College

for

t ex-serviceman

by

physical

founded

Lucknow,

becoming

games

Yogic

ceremonies.

the

Western

Baithakas,

and

They

The

this.

attention.

schools

scientific

G ov t.

Dandas,

s u c h as d r i l l s

school

goes

th e

A t y e - patye

•authorities. f or

fo r

greater

education in

Shala,

wrestling

received

of

organisations

matter.

dances,

out

Hockey were

Vyayam

contributed in

came

Physical started

a

woti«?:1 , A yojtli

title

of

Wyayj.n

Association

India was

for me d.

of

39

PHYSICAL

EDUCATION

The

primary

established Public by

education

of

of

creation

some

Poona

in its for

Government

physical schools

a

in 1867.

boating,

introduced.

Miss England,

colleges

a

By

However,

it

the

visit

to

in

and

a

1 8 62

to

Gynastic

Poona College

tennis

and

and

be

the

Indian

said

that

in p r i v a t e

well Bombay

known in

social

t he

worker

sixties

of

of th e

the a t t e n t i o n of the g o v e r n m e n t of

schools.

first consideration

club

may

education

Elphinstone

neglected

urgent need of providing

government

the

this

the

institutions

provided

Bombay in

after

physical

and

She dr e w

t he

better Some

1881,

were

physical

neglected.

Khomb

last century. to

period,

this period.

Corpenter,

paid

t he

cricket

comparatively

of

to

little

Mull

of

attention

this

cricket

gynastics

education was and

had

Department

mind

example,

College

were

of

fo r p r o v i d i n g For

that

development

department.

a

schools

were

a

established

staff

the

totally

change

steps

the

least

was

aforesaid

Bombay

clubs

games

to

schools

of

During

institutions.

The

Trainer ha d

the

to take

College,

bo dy .

began

was

without

the students,

of

their

the

th e

creation

Bombay

facts

Things

1863,

the

Instructions,

development

in

o b j e c t ’ of

before

teaching

began

P R I O R T O 1 8 82

The

subject

physical thus

as a m a t t e r o f p o l i c y

education

received

after

1866.

its One

40

of

the

of

physical

In

the

all

results

a

in

part

however,

physical

of

to

this

secondary

in

depended

t he

mostly

t he

school

know-the

But

result

secondary

introduction

colleges and

f or

routine.

in p r i m a r y here

of

It

schools,

the person a l

as

result

inter es t of

is

as a

in

the

But here must

the

not

in w h i c h

training.

the

were

schools

al so ,

this

men.

drills

extent and man n e r

introduced

the

on

training

the

gymnastics

training.

schools,

as

the

of

education was

result

suggestion was

institutions

as

possible,

a ls o,

education

these

introduced

of her

h a ve

teacher.

77, s 8 2--4 The

second

introduction which

of a c la u s e

permitted

gymnasium. t he

result

The

attention

third of

submit

special

annually

Report with

b)

physical

Indian

g a m es ,

officers

physical

as

an

of

which

be

grants

to

now

appendix

for

to d r a w

th e p r o b l e m of required

education to

the

a nd

to

these

Directors

I S P^ a N D 1 9 1 2

encouraged school

recommended by

by

education

before.

the

of

and

other

school.

This

government,

began

that

promotion

drills

individual

accepted

than

code

Commission

to

physical

attention

grant-in-aid

1 8 7 9- 8 0.

gynastics,

was

the

were

on

Education

suited

recommendation

greater

from

was

suggestion was

Inspectors

published

developments

exercises

result

The

report

effect

suggestion

building

r esult of her

PHYSICAL EDPCATION BETWEEN

The

native

of

departmental

education.

were

her

in th e r e v i s e d

sanction

physical a

of

as

a

to r e c e i v e m u c h

41

This the

trend

was

universities

attention t he

to

Bombay

further

and

public

physical

Government

t o ok

grant

Pelit as

condition

that

gymnastics. scheme in

organised

for

th e

s t a te .

Besides,

grounds Al l

gymnasia

education

wa s

pay

school

available, given

but

for p u r c h a s e

Early Government gymnasium

in

that

ground. to

grant

it

in c o l l e g e s

permitted

to

university

unless

land w a s

for

physical

attention

Inspectors to

physical

a more

physical

land

provided

As y e t n o r e g u l a r for

education

were

schools.

became

of

regular

gr an t was

education

was

of apparatus.

1894,

should

khanas

on

training

granted

Equipments

particular

staff

government

schools

primary

schools.

special

high

building

first

Government

wherever

the

teachers

physical

gymifa

feature of secondary

it s

of

play

to

to

for

a

teachers

and

supplied

given

th e

government

1892,

Sir Dinsha

as

schools

and

measures

competent

Bombay

more

1882

described

the

instructed

education,

to

was

grant

trained be

available.

were

it

of

give

The Central

Bombay

recurring

may

play

with

a

in

This

Bombay

for

as

number

the call of

to

Between

education.

Gymnasium

well

a

by

leaders

education.

d e v e l o p m e n t of physical Manikji

strengthened

be m ad e

appear

at

was an d

suggested

schools,

compulsory. any

he p r o d u c e d

higher

No

to

Bombay

a t t n d a n c e a t t he students would

examination

a certificate

of

be th e

of attendance

42

in

the

his

gymnasium

or

institution.

among the

the

not

on

Instructions

The

showed

inclination

and

Principal

high

favourable.

of

schools,

After

but

careful

felt that there was no need attendance

reports

that

the

suggestion was circulated

compulsory

classes.

from

colleges

the Government

insisting

training

of

was

consideration

grounds

The aforesaid

principals

response

for

play

there

towards physical

of was

in

Director

physical of

Public

a distinct voluntary

exercises

and

that

was

a

better way of promoting physical education than by making it

compulsory.

interest it

the

The

government

progress

continued

at

the

of

decided

to

watch

the voluntary movement,

present

rate,

the

with

and if

necessity

for

compulsion would not arise.

It have

is

happened

compulsory

for

speculation

physical

1894-1895

But

no

idle if

in

Government. lost

an

it

as

appears

apparent

imagine

education

had

suggested

by

that

reasons.

to

a

good

During

what

might

been the

made Bombay

opportunity

was

the next 18 years,

physical education continued to plod on along the general lines

as

indicated

earlier

during

the

early

British

period and thereafter. A gradual feeling began to develop that the policy laid

down

in

1894-95

had

become

absolete

time to give a new lead had atlast arrived.

and

that

the

43

P H Y S I C A L E D U C A T I O N B E T W E E N 1912-1937

During

the

first

decade

of

the twentith century,

physical education based on Swadish gymnastics, games and sports

was

introduced

curriculum

in

authorities schools

missionary 1903,

the

India

used

India, also

The

took

also

Joseph's

the

part

after

of

followed

school

educational

for

suit.

School hours

educational

steps

meant

High

the

British

similar

schools

schools St.

a

Britain.

in

and

as

at

in

European

nobility. For

The

example,

Biliary

for physical

in

in

South

training

exercises for all students.

The own

government

responsibility

of

to help

India

itself was

lay the

system of education all over

provinces This

grant

for school

of

25

the country.

lakhs

of

its

foundatipn of a sound

education department of government of non-recurring

aware

So in 1912 the

India

sanctioned a

for distribution

in all

hygiene and aquire of play grounds.

encouraged organised games

in the country as a part

of educational programme.

In 1908, man's

Dr. J. Henry established the first

Christian

Calcutta.

Association

(Y.M.C.A)

in

'Young

India

at

Soon many other Y.M.C.A. Associations came into

existence in the country. With the advent of Y.M.C.A, The Indian Physical education programme changed from Swadeshi

44

gymnastics team

and

sports

English and

and

sports

fiej-d

Y.M.C.A.

the

of

field

approach from

to

that

previous

to one of

drills

recreation

atheletics

different of

military

activities.

hockey,

was

given

the

years.

In

rugby, due

calisthenics of

individual addition

football,

and

drills

play

ground

to

track

encouragement.

retired military

The

and

was

The

quite

instructors

movement

initiated and recreation systems were established

was

in big

cities and towns.

Out India

also

salaries also of

of

the

grant of Rs.25

received

of

the

utilised

India.

Mr.

a

substantial

physical

by

the

P.C.

lakhs,

subsidy

director,

Education

Wren was

the Y.M.C.A.

whose

to meet services

in the

were

Department of Government

the first physical director

of the Y.M.C.A in India. Under his leadership a class was held train

in

1913

Poona

teachers

exercises book

in

and

for

to

games

the

by

the

teach in

Education

simple

Department

physical

training

their respective schools.

guidance

of

these

teachers

to

A hand

was

also

p ub lis he d.

This Madras

grant

enabled

all

the

European

schools

in

to create a post of physical director and to give

further impetus to organised games in such schools. The drive Curzon

in

reflected

the

for educational

early

in the

years

of

reforms

the

field of physical

started

twentieth

by Lord

century

was

education also. Plans

45

for

the

the

organisation

were

training

prepared

year,

Mr.

teachers.

of

teachers

of

and

Wren

of

physical,

put was

into

physical

activities

effect

placed

on

in

on modern

1913.

special

As a result of his initiative,

duty

to

train

the drill system

It was soon reported that the system was serving

excellent small

means

number

of

well

of

and

in

In the same

schools.

very

adopted

lines

by

purpose

was

and

devised

its

him

education

the

relaxation.

trained

almost

all

exercises But

teachers,

mainly the

government

served owing

work

of

as to

Mr.

an the

Wren

did not have any lasting impact in the growth of physical e du ca ti on .

After the end of the first World War in 1918 there was

general

Education

awakening

was

looked

in all at

sections of Indian society.

from national

point of view for

the first time.

The the

growth

national of

awakening

Vyamashalas,

of

the

Indian

people

and

Akhadas and Talim Khanas has

been dealt with in earlier pages.

An

organised

programme

of

physical

activities

based on children's

activities was regarded .an essential

for good education.

A great need was now felt for trained

physical teachers. To fulfill this demand the Y.M.C.A. at Madras Y.M.C.A.

took

the

school

of

lead

and

Physical

established Education

the

in India

National in 1920.

46

The

school

Mr. M.C.

functioned

Buck.

Y.M.C.A.

under

the

devoted

principal

In 1931-32 this school became known as the

College

international

of

Physical

reputation.

became co-educational Diploma,

well

Education

Since

194D

and offered

and

the

gained

institution

three types

of courses

Government Certificate High Grade and Government

Certificate Lower Grade. Thousands of young men and women had

been

trained

as

teachers

of physical education since

then.

By the end of schools tdoor

had

a

games

became

good

importance

of

a

in

deal

sports

main

physical

for physical

good

Private

centres

the well organised government

lay-out

received

popular.

important

1920,

of

education

Out-

encouragement

clubs

cities.

education.

By

were

formed

this

time,

and at the

as a part of education

curriculum received recognition from the higher education authorities. They

Drill

conducted

masters

all

physical

were

employed

activities

in

with

schools enthusiasm.

But their educational qualification was too low and hence much different from other members of the school staff and this tended to set them apart.

Government, permanent education Director Mr.

p'red

it. He

therefore,

arrangement .

For

Weber

for training

this

of,Physical of

conducted

decided

purpose,

a

to

Y.M.C.A,

courses

a

more

teachers for physical special

Education was create^

the

make

post

of

the

in 1^25,

and

Bombay w^s appointed to

47

of physical

training and mass f^rill in several cities of

the province. The system advocated by him was taken up in government

secondary

schools

and

given

considerable

publicity.

The

government

established as

at Hyderabad,

Principal.

all

the

Physical

primary,

1^45,

control

In

and

ePlducation.

It

and

the

was

high

as

was

with Mr. Weber

made compulsory

schools

of

the

in

former

principal of the college was

the

reverted

education

in 1931,

college

known

then

physical

education

He remained

1952, was

of

Deccan

middle

state of Hyderabad. till

college

to

put

under

Academy

of

private Physical

government control.

Its

course lasts one academic year. At the end of the course, graduates

were

awareded

'Diploma'

and

non-graduates

ce rt if i ca te s. Mr.

Wren,

Mr,

Weber

and others could

not succeed

in making any lasting impression on physical education in schools.

This

institutions their Mr.

work

^'^ren

was

to work was

in

so

because

through.

broken

by

the

organisation The

health

of

no

training

the continuity of

untimely

retrenchment of

1 ”?'^.

Calcutta

basis.

had

Further

In 1^30 Mr. James Buchan; Y.M.C.A.

they

of

called youth

object the

of

Indian

Physical Director of the

a meeting

welfare the youth

of

citizens

councils

councils through

services and instructions in schools.

was

on to

for

the

provincial promote

extention

of

the

health

It aimed to provide

48

qualified hing

a

teachers

college

of

of

physical

physical

education

education

in

by

establis­

each

province.

His plan proved to be major success in the development of physical

education

both before and after

independence of

the Government of Bengal

established the

India.

In 1932,

Government College of Physical Education at Calcutta. Mr. James

Buchanan was appointed

trainingn was

a

of

great

physical

teachers demand

was

for

education.

as principal.

His intensive

so highly regarded 'Buchanan

In

1956,

trained' the

that there teachers

college

of

became

c o e d u c a ti o na l.

In

1932,

Education

was

The

Christian

established

missionary management. principal. College

The

and

Governors. of

Public

The

Lucknow

of

Physical

under

private

Dr. Arthur W. Howard was appointed

college

was

at

College

was

under

College

for one academic year,

the was

Instructions,

a

unit

of

control

Lucknow

Christian

of

Board

its

of

recognised

by the Department

Uttar Pradesh.

The course lasted

admitting graduates to the diploma

course and under graduates to the certificate course.

An experiment the Bombay University mention. that

The

the

(Rawbinson, year

physical

Principals Kanitkar

successfully

in physical during

education

the period deserves special

education

committee

of

three

Art

and

Shah)

have

carried

undertaken by

out

a

(1927)

writes

Colleges

at

for

than

scheme

more of

Poona one

compulsory

49

physical training of students of the colleges. The scheme created

treat

worked The

very

enthusiasm

successfully

interesting

drills

and

among

part

of

gymnastics

for

over

this

have

the

students

three

experiment

and

has

college

terms.

is

games,

that

been coordinated

and a touch

of military training has been given with a view to create interest.

The measures

Government for

was

development

not of

this period. The inadequacy, extent

by non-official

able

to

physical however,

efforts.

take

adequate

education

during

was made up to some

These were

the days when

the movement for National Education was at its height and physical task

of

training

Education creating

found

public

specialised

a

prominent

interest

teachers

of

in

place this

physical

in

it.

matter

and

education

The of was

u n d er ta ke n.

A large number of teachers trained by three H.V.P. Mandal,

A m a r a v a t i , worked

in

the

schools

of

this

state

particularly of Vidarbha.

These physical

institutions

did

a

lot

in

popularising

education among the people and in promoting the

cause

of

indigenous

owing

to the efforts

games

and

of these

exercises.

It was mainly

institutions that physical

education made a little progress during this period.

50

Prior regarded

to

as

1937,

being

entirely optional upon

even

'strong'

by

a

confined

to

education 'school

was

generally

drill'

which

was

in character and frequently looded down

the

pupils.

To

be

delicate

in

health

and

in mind was a matter of pride in those days.

Since as

physical

part

1937,

of

physical

general

education

education

and

has

made

been

compulsory

all school children in Bombay, The first syllabus education

was

introduced

experience

gained,

the

in

1928.

syllabus

regarded

In

for the

from class

for

physical light

of

I to IV, V to

VIlT,and XI was revised from time to time. The Government also introduced a scheme for medical inspection of school children on compulsory basis. to undergo medical

Every student was required

examination atleast thrice during his

school life. ROLL OF CENTRAL ADVISORY BOARD OF EDUCATION IN THE DEVELOPMENT OF PHYSICAL EDUCATION.

The

Central

Advisory

Board

of

Education

was

established in 1935 by the Government of India. The twelveth

Board

adopted

Meeting

proceedings

in

a

1946,

given special

specific where

in

resolution

at

its

item

of

the

XVIII

importance by mentioning the note

that the Board then proceeded to consider the question of making

physical education

Schools. objectives

While of

the

the

an examination subject in High

Board

proposal

were

in

sympathy

that schools

should

with

the

take all

51

possible

care

children view

in

that

Board

would

their

promotiori care,

'physical

examination the

for

be

that

if

the Board

J^e

be

of

welfare

of

accept

the

to

included

practical

the ir ,object

defeated

Further,

unable

could

from

Apart

physical

were

fitnes^'

subject. felt

they

of

an

difficulties,

physical

suggestion

as

was

education accepted.

of opinion that establishment of

an expert committee on physical education would not serve any useful purpose. like the

to

The Board in the first instance would

see what provisions

health

of

the

school

have been made

child

in

the

in regard

first

five

to

year

programme of educational development.

r o a r d 's

fifteenth

meeting

(1949)

Physical training became a compulsory subject from this year and the council of .physical culture is steadily widening and

its

technical

sphere

of

influence,

through

money

grants

advice over the general population both in

urban and rural areas.

In this meeting the Board took note of the interim report

of

the

suggested

that

committee

should

(a)

In

committee in

provincial

preparing

keep

allocation

of

governments

programme of physical centre

should

be

for

the

physical its

for

the

education,

and

report,

the

final

following

expenditure

education

points

between

in

central

implementation

of

and the

the contribution of the

50 percent and not 90 percent,

cooperation of the Ministry

mind:-

of Defence

(b) The

should be secured

52

for

furthering

the

country

training

the

and

development

full

schools

at

of

benefit

physical

be

taken

education in

of

the

physical

Poona and other centres by the said

ministry.

BOARDS NINETEEN MEETING

(1952)

The Board in its Nineteenth Meeting considered the report

of

movement annual

its

in

India.

training

guides.

It

also

providing advised needs

the

emphasised to

stressed

recommended

that

on

train the

promotion the

need

scouts

need

of

for

leaders

for

youth opening

including

starting

Olympic

for promotion of atheletic activities.

travel

of

It

camps

also

organisations Board

committee

and

special

children

the

The

opening of youth hostels and

other

facilities

attention

leaving

for

should

schools

at

students

and

be

paid

to

the

the

age

of

12.

Further suitable organisations should be set up for their educational and other needs.

B A O R D ’S TWENTEETH MEETING The

Board

in

recommended

that

hobbies

establish

stressed schools.

and the

the

(1953)

its state scout

importance

of

twentieth

meeting

government and

should

further promote

guide organisations and

athletics

and

N.C.C.

in

the

53

BOAR'S TWENTY FIRST MEETING

(1954)

The Board in its twenty first meeting considered a note on

stuc^ents indiscipline

Ministry

of

Education.

government

should

governments college

for

hostels

It

give

prepared by the secretary.

recommended

loans

on

easy

improving ’ facilities and

play

that

grounds.

the

terms like

Central

to

state

school

and

The state governments

should similarly float loans for the purpose and students in secondary schools and colleges should be given greater opportunities activities

for

participating

as the N.C.C.,

in

such

co-curricular

scouting and guiding and other

social services.

POST INDEPENDENCE ERA

India necessiated build

up

new

to of

her

freedom

in

1947,

the formulation of new educational

a

entrusted affairs

regained

nation.

the

The

subject

of

states

and

the

centre

co-ordination

and

formulation

This

policy to

education

was

retained

the

of

national

policy on education keeping in view national obectives. A large number of schools were established Education i 14 years.

was

made

free and compulsory

in the country.

up to the age of

Hundreds of new colleges and universities came

into existence to forster to the needs of the country. Through physical education was considered part and parcel

of

school

education,

the

sufficiently vigorous. No doubt,

drive

was

still

not

a considerable number of

institutions had

come

up

machinery schemes of

for

after

were

put

failure

"catch

them

almost

into

But or

teachers

for

independence

remained

sports.

utter

training

the

of

were

limping

became

to

these

a

schemes

only.

thing

(i)

Central

Recreation

in

Advisory 1950

The

of

number up

All

the

of

met

off-quoted

the

new

standards

either

with slogan

past.

Government of India set

Board of Physical

(ii)

education

administrative

A

boost

The Ministry of Education, up

the

same.

operation

most

young"

but

physical

India

Education and

Council

of

sports

in

1954. The purpose of these bodies was to suggest ways and means

to

further

the

cause

of

physical

education

and

sports in the country.

NATIONAL

PHYSICAL

The

introduction

Efficiency

Drive

education

in

sports

the

and of

certain

items

prescribed it

would

and

National

Physical

the

colleges- of

physical

encouraging

other

agencies

swimming

pools

education.

Education of

arouse

fitness.

in

It

1959-60.

physical

standards

their performances physical

and

the

to were

taken by the Government

physical

Ministry

of

country and

stadia

important steps

DRIVE

strengthening

councils

fields,

sports

EFFICIENCY

was

and

thus

in

develop some

play

of

the

for promotion of launched

efficiency

men

states

by

the

The plan consisted of

for achievements.

interest

the

and

tests

which

It was hoped that women

to

improve

stimulate their keenness for

55

NETAJI SUBHASH NATIONAL INSTITDTE FOR SPORTS On

the

recommendation

c o m m i t t e e o f 1958, was

e stablished

the N e ta ji

by

the

of

the

Ad-hoc

Subha sh I n s t i t u t e

Government

of

enquiry o f Sports

In d ia

at

P a tia la .

c a lib re

in

various

The m ai n o b j e c t i v e s w e re : i)

Producing

coaches

of

high

games• ii)

Rendering

assistance

hunt

tra in in g

its iii)

an d

sports

bodies

up- com ing

in

tale nt

a th e le te s

through

R e g io n a l Coaching C e ntre s.

P o lish in g

the

p a rtic ip a tio n iv)

of

to

C onducting

N ational

in

Teams

In te rn a tio n a l

re- orientatio n

before

th e ir

com petitions.

courses

for

p hy sical

education teachers. v)

C arrying

out

Research

in

issues

re latin g

to

sports. vi)

O rgan isin g

se m in a rs >

tournaments v ii)

H elping th e ir

v iii)

in

conferences#

c lin ic s

and

games and s p o r t s .

Afro-Asian

co untrie s

in

the

tra in in g

of

p e r s o n n e l as coaches.

A w a r d in g

sch olarsh ip

secondary

stage

who

to are

students

studying

p ro fic ie n t

in

games

in and

sports. ix)

Functioning

as

the

Coaches A s s o c i a t i o n ,

S e cre tariat

of

A sian

A th le tic

In d ia n A s s o c ia tio n n o f Sports

M e d i c i n e and I n d i a n A s s o c i a t i o n o f t r a c k and f i e l d coaches.

56

x)

C arry ing

out

the

Gove rn me nt o f

rural

sports

programme

of

the

In d ia .

NATIONAL DI SC IP LIN E SCHEME The N a t i o n a l on

July

1965

that

C o rp s)

(a) in

the

th is

at

L ajp at

Nagar,

was merged w i t h

recommendation

scheme came t o

(N .F .C ).

Scheme came i n t o

them

a

in

A .C .C. the

It

was

in

( A u x i l i a r y Cadet

Kunzuru

Committee. Fitness

The a i m s and o b j e c t i v e s o f t h e scheme were

s e n se

of

i n mind and body and i n s t i l

p atrio tis m ,

se lf- sa c rific e ,

b u ild

of

New D e l h i .

existence

be known as N a t i o n a l

To make t h e y o u t h h e a l t h y

and

at

N .D.S.

on

F in a lly Cor ps

1954

2 4 ,

D isc ip lin e

(b)

them a d e s i r e

se lf- re lian c e ,

To d e v e l o p to

human

tolerance

values

and

to

s e r v e t h e c o u n t r y and h u m a n i t y

large. The

programme

of

p hy sical

tra in in g ,

cu ltu ra l

programmes.

the

scheme c o v e r e d

a d m in istra tio n ,

items

suc h as

o rg a n isatio n

and

NATIONAL CADED CORPS The N . C . C was i n t r o d u c e d o f the p a r lia m e n t. the

country.

De fe n ce

in

through

the

The

Since then i t

t h e y e a r 1948 by an a c t has expanded t h r o u g h o u t

scheme was o p e r a t e d

co-operation D irector

three se c tio n s

in

i.e .

w ith

General

senior,

the of

by t h e state

N.C.C.

It

j u n i o r and g i r l s .

M inistry

of

governments, consisted

of

b/ There over a ll

by

was

the

a

Central

De fe n ce

m atters

M inister

concerning

The t r a i n i n g

Advisory

the

was u s u a l l y

to

C om mi tt e e

a d v i s e t h e g o v e r n m e n t on

expansion

given

presided

in

of

N.C.C

and M.C.C

s c h o o l s and c o l l e g e s ,

AUXULIARY CADED CORPS ( A . C . C ) The as

aux u liary

a supplement

was

serv ice

age

group

tra in in g firs t

to

to

the

the

of

P.T.#

home-nursing

was

su b je ct.

A .C.C.

N .C.C.

in

Jr.

Bo th

and

boys

being

and

to

In

the

the

merged

It's

w ith

1952 motto

w ith in

corps. fie ld

addition

g irls

in

g irls

team games,

hygiene. to

was

into

adm itted

d rill,

taught

came

D i v i s i o n o f N .C.C.

were

sa n ita tio n

The

corps

country.

13-16

included

a id ,

caded

as

a

The

craft,

to

these

sp e cial

th e ' programme

of

1965.

INDIAN OLYMPIC ASSOCIATION In

1927,

existence. and

is

the

Since

Indian

then

a ffilia te d

Com mi tt e e

it

Olympic has

w ith

A ssociation

been

the

fu n ctio n in g

In te rn a tio n a l

came i n t o in

India

O ly m p ic

fl.O .A ).

COMPULSORY PHYSICAL EDOCATION IN SCHOOLS In of

India

scheme was of

1^6 2,

the the

of

after

decided

the to

compulsory

policy army

in

of a ll

the

I n d o - C h i n e s e w a r,

give

serious

p hy sical

t h e go ve rn m en t

consideration

education

in

schools.

g o v e r n m e n t t o r e l y on t h e

m atters

of defence.

to

a It

strength

Rut the a fo r e s a id

58

experience defence the

showec^

m u st

general

a

always

for of

students

class

less

that

tra in in g . in

its

from

the

lin e s

recruitm ent

scheduled

The p l a n n i n g and

class

ea ch

th ird

by

was

were

scheme

of from

scheme o f to

be

put

c o m m i s s i o n made

forty

new scheme.

VT t o

However,

and

a new i n t e g r a t e d

crores

the

45 m i n u t e s

true

1963.

six

im plem entation

th is

education

from J u l y

provision

second

replenished

For

p h y sical

effect

the

be

p u b lic.

compulsory in to

that

lakhs

for

the

The scheme c o v e r e d a l l XT.

Five

periods

of

not

t o be d e v o t e d t o p h y s i c a l fa ile d

to

come i n t o

force

s p irit.

DEVELOPMENT BY THE ONION GOVERNMENT IN TRE FIELD ALLIED TO PHYSICAL EDOCATION. a)

C onstruction o f S tadia The

Adhoc

(1^58- 59)

Enquiry

appointed

recommended

that

'shram adan'

basis.

follow ed sized

where

stadium

fin a n c ia l

D is tric t

by

the

'u tility

Games

an d

Sports

of

In dia

Go vernment

stadium s'

fin a n c ia l from b e i n g

states

Boards

on

should

be

b u ilt

on

T h i s re c o m m e n d a t io n was e x p e c t e d t o be

assistance

government,

C om mi tt ee

for

reasons

m ight

constructed.

was

to

be

of

a

Under t h i s extended

sports .c o u n c ils . construction

prevent

fu ll

scheme,

to

state

M u n ic ip a litie s stadia

and

on a m a t c h i n g

b asis. Under P a tia la .

the

scheme,

the

firs t

stadium

w as

b u ilt

at

59

b)

M o u n t a in e e r in g M ountaineering

g ain in g after in

much

the o u t s ta n d in g the

M ountaineering useful

committee

c)

sports

1965 of

of

adventure

up

w orld.

at

mention

Indian

teams

H im a l a y a n

D arjeeling

was d o i n g

had

set

r e c o m m e n d a t io n s

Eastern

been

The

Government

make

has

sp ecial

1065 by t h e

the

U n io n

to

the

in

set

The

of

deserved

success

In stitu te

in

It

sumrnit

w or k.

development In stitu te

a

p o p u la rity .

conquering

much

as

H im a l a y a n

up

about

a

the

M ountaineering

a t M anali,

A r ju n and o t h e r Awards t o s p o r t s p e r s o n s The Un ion

honour

sports-men

performance

in

in stitu te d games

in

were

awards

in

aw ards

are

fu n c tio n . honour

Gov ern me nt

for

and

and

and

honoured. 1962,

Nine

by

the

"Arjuna

sports

Bhusan".

w ith

the

and

in

is

In d ia.

the It

in

d iffe re n t

in

In dia

these

1964.

in

h ig h e st is

to

were

received

seven

of

awards

men

men

Awards"

outstanding

These

sports 1963

India

th e ir

sports

Award"

The Go vernment o f

for

P resident

person

r e c o m m e n d a t io n o f A l l

p e rso n alitie s

in

"Arjuna

sports.

twenty

se ven

given The

women

games 1961

in s titu te d

a

The

sp e cial

national

awarded

on t h e

Sports C o u n c il.

India award

also of

decorated

"Padma

Sh re e "

some s p o r t s and

"Padma

60

d)

D e v e l o p m e n t of V y a y a m a s a l a s and Akhadas

Under

th is

Vyayamasalas, etc.

for

scheme,

Akhadas,

purchase

of

sports

lib ra ry

b a s i s o f 7S p e r c e n t o f e'

grants

were

paid

clubs, books

scheme

scholarships indigenous

and e q u i p m e n t s on t h e

the

scholarship

for

one

year.

w re stling of

and

Physical

th is

in

for

award

sp e c ia lisa tio n

p h y sical

education

was

Rs.200/-

Three fo lk

centres

the e x p e n d itu re .

provided

for

d iffe re n t

recreatio n

S c h o la r s h i p s f o r H ig h e r S t u d ie s P h y s ic a l E d u c a t io n This

to

Education

some

a c tiv itie s . per

candidates

dances

in

month

were

Recreation

in

value

was

selected

Advisory

Hoard

of

P hysical

of

tenable

for

yo g a ,

Advisory

Board

1960-61.

Later

scheme was a b o l i s h e d a l o n g w i t h t h e a b o l i t i o n

Central

four

selected

The

and

by The C e n t r a l

and

of

o f the

Education

and

R rcre a tio n . THE NATIONAL POLICY ON EDDCATION (1967-68)

The

N ational

Go vernment on

sports,

and

stated large

of

that

a

o^

im proving

average

India

games

on

P o licy

scale

in

and

the

education attached

sp e cial

other

vigorous

p h y sical

Games and

and

a n no u n c e d

1968

on

p hy sical

student

on

rather

than

importance exercises

s p o r t s shouT<^ be d e v e l o p e d

p rio rity

fitn e ss

by t h e

basis,

and only

w ith

the

sportsm anship tra in in g

object of

the

champions.

bi

There shoul^^ be g r e a t e m p h a s is on t h e p r o v i s o n o f p l a y i n g fie ld s

and

on t h e

in s titu o n s .

Coaches

colle ge s. hockey, lik e

fu lle s t

should

Special

fo o tb a ll,

Kabadi

vigorous

or

vo lley

o f s t a d i u m s by e d u c a t i o n a l

be

efforts

provided

should

b a ll,

Kho-kho w h i c h

p h y sical

need s p e c i a l

use

be

in

schools

made

to

and

develop

w r e s t l i n g and I n d i a n games cost

exercise.

little

H ik ing

but provide

and

for

m ountaineering

encouragement.

N . C . E . R . T CURRICULUM IN PHYSICAL EDUCATION (1975) The to

the

C ouncil

curriculum

for

education

was

p h y sical

compulsory in to

subjects

the

new

Education in

a I

to

op tio nal also

develop draft

in a

p hy sical

in

the

draft

education

enjoyment t o a l l

in

of

time

was

p u p ils.

standards

covered

that to

of

the

seven

by

it the

a ls o prepared for

a l a r g e number o f The

education

curriculum under

requirem ents, had

This

p hy sical the

which

education

allo c a tio n

curriculum .

of

in

suggested

p h y sical

teacher

"A p pr oa c h

inte g rating

c o u n cil

health

programme out

of

p artic ip a n ts .

for

and

one

education

the

lin e s

as

This

on

school"

object

1966.

in c lu sio n

pointed

the n a t io n a l

the

of

for

workable

also

w ith

T hiscurriculum

Guide

year

considered

X.

equipments

included

10

cu rriculum

e m p h a s is e d

ground,

1975 a p a p e r

draft

subjects

programme.

in

the

pattern

Com m is si on

1975

classes

prepared

idea

was

education.

c hie f

provide

also

objectives recreatio n

the play been to The of and

A n o t h e r o b j e c t i v e was t o imp rove

i n s p o r t s and games.

62

NATIONAL SPORTS PQLIC y C 1980) In

1980

n atio n al

the

sports

o rg an is atio n al sports. to

The

w in

'A ll

India

p o lic y

aspect

idea

lau re ls

was

in

other

o f Sports'

which

m ainly

w ith

to

e m p h a s is

provide

dw elt

on

fie ld .

to p a r tic ip a te

re cre atio n al

framed a on

com petitive

c o a c h i n g t o s p o r t s so as

in te rn a tio n a l

r i g h t o f e v e ry c i t i z e n and

C ouncil

It

recognised

the

i n games and s p o r t s

a c tiv itie s

to

make

the

nation

m ak in g

a ll

Indian

s t r o n g and h e a l t h y . It c itize n s

also

set

the

aliv e

t o t h e need f o r r e g u l a r p h y s i c a l e x e r c i s e s

from e a r l y c h i l d h o o d not

only

p hy sical

c u rricu lar mass

subject

U niversal

providing

easily

The

education at

Central

for

a ll

on

the

be

levels

of

education#

p a rtic ip a tio n

made

education was

to

compulsory but

was

be

also

to

be

ensured

by

fa c ilitie s .

impro ved in

To a c h i e v e t h i s ,

to

N ational

In stitu te s

of

was

p hy sical

a v a ila b le

D raft

programmes

goal

t o an a d v a n ce d a g e .

consciousness

aroused.

primary

Sports

Sports

Po licy

fu nc tio n in g and

P hysical

outlin e d

of

the

two

Education,

G w a l i o r and P a t i a l a . THIRD ALL INDIA KDOCATIONAL SURVEY (1979-82) It much

is

now r e a l i s e d

greater

in s tru c tio n s .

role

than

that

the

merely

They have t o p r o v i d e

s c h o o l s have t o p l a y a providing

class

room

fa c ilitie s

and s e r v i c e

63

to

the

and

p u pils

for

sports

th e ir

are

regar
e < ^ u c a ti o n , many o f t h e equipm ents

anf^

p h y sical

w ell- being

as i n t e g r a l

schools s u f fe r

m ate ria ls.

Da ta

w hile

part

games

of

school

fr om l a c k o f s p o r t s

are

neede<^

a d e q u a c y o f s p o r t s e q u i p m e n t s and m a t e r i a l s

to

in

assess

schools.

FTNDTNG OF THE SURVEY FROM ADEQUACY POINT OF VIEW (MIDDLE SCHOOLS) Out

of

m ate rials

are

of

these

areas. shows

90 ,6 81

m iddle

a v a ila b le

57.208

are

that

fa c ilitie s

and

of

hav e

fa c ilitie s .

play

in

the

schools

and

urban

sports

(75.24%),

11.016

in

and r u r a l

urban

schools

r u r a l a r e a s have t h e s e

urban

ground

equipm ent, As

the

the

t h e y do

over

a m o n gs t

a ll

although

i n no s t a t e s a l l

a ll

states

s c h o o l s have t h e s e 53,38^^

(58,87%)

f a c i l i t i e s , *^hus

management

have

n o t have

p o sitio n

th is

play

it

is

gr ou n d

ind ic a te s,

fig u re

is

even

q u ite

t h e s c h o o l s have t h i s

I n c a se o f p r i m a r y s c h o o l s ;

local

the

and

t h a t t h o u g h a l a r g e number o f s c h o o l s have games

sports

p riv ate

68 ,2 2 6

areas

schools

games

is a l s o observed t h a t o n ly

schools

observed

rural

whiTe (73.68%) It

in

between

(7S,2'^’ %^ o f

fa c ilitie s . m iddle

only

in

A com parision

schools,

high,

fa c ility .

l a r g e number o f s c h o o l s u n d er

th is

fa c ility

in

com parision

to

b o d ie s or government. About

schools

adequacy,

have

m ate ria ls,

reported

only

although

(7 5, 2^ %)

a v a ila b ility

(23,53%)

of

schools

of

of

the

m iddle

games

and

sports

have

reported

that

the

a v a ila b le

primary in

schools,

rural

in

areas

urban

the is

area

ar^equacy rural

equipments

is

is

ar ^equate.

proportion

of

com paratively (40,43% ).

far

from

A.jain,

schools

in

at

case

th is

of

stage

less

(20,28%)

than those

the

p o sitio n

regarding

Thus

satisfacto ry ,

both

in

urban

and

areas .

SKCQNDARY AND HTGHKR SECONDARY SCHOOLS O u t o f 47 ,6 21 H ig h and H i g h e r S e c o n d a r y S c h o o l s and P re- U niversity e ith er

own

C olleges

th e ir

play

33 ,5 7 2

ground

or

{7P,0Q%) share i t

in s titu tio n s

w ith o th e rs .

f a r p o s s e s s i o n o f games and s p o r t s m a t e r i a l it

is

observed

fa c ility S4 .7 4 but it and

w ith

do n o t is

39,046

th em .

in s titu tio n s have

Thus

sports

play

(93.08% ), Madhya (94%),

O rissa

secondary observed areas

for

that

sports

number to

in s titu tio n s , in s titu tio n s

is

and

is

Coming t o s t a t e s

Manipur

sports

it

(90.06%),

N a g a la n d

in s titu tio n s

equipm ent.

in s titu tio n s

is

adequate,

In

Schools

situated w ith

urban seen

w hi c h

Karnataka (97,02%),

Secondary

in

P r a d es h

Kerala

(95.02%)

Higher of

in

(94,04%),

(85.07%)

adequacy,

atle ast

equipm ents,

(93,08%),

games m a t e r i a l s

only it

sports

that

Hariyana

and

(95.04%)

that

th is

A ndh ra

Punjab

and

and

fa c ilitie s .

K as hm ir

games

observed

hav e

appears

Tt

(28%),

schools

have g o t games

(91.09%),

schools

have

regard

and

P r a d es h

is

concerned,

80% i n s t i t u t i o n s

f9 '5 ,0 'i^ ,

Jammu

fa c ilitie s

it

ground

m ate ria ls.

Assam

(91.61%)

pos se ss games

seen t h a t more t h a n

(95%),

the

that

is

So

is

i n m i d d l e and p r i m a r y l e v e l .

c a se

of

it

is

in ru r a l

th em , whereas

areas.

that

have

in

Even

in

(^52,08%)

much h i g h e r

that

6S

2.2

DIFFERENT COMMITTEE COMMISSIONS REPORTS ON PHYSICAL EDDCATION The

Physical

Gov ern me nt

of

Bombay

Education.

In

1^527

chairm anship on

p h y sical

in

cold

of

Mr.

K.M.

education,

storage

affected

India

number

of

due

to

committee

but

its

under to

recommendations

e c ono m ic

develop

stringency

the

report

re m a in ed that

alo ng w ith o th e r c o u n t r ie s o f the w o rld .

into

the problem.

a

anxious

Mu ns hi was a p p o i n t e d

to

sp ecial

inv estig ate

was

comn\ittees

and

report

were

upon

the

appointed

various

Some o f them a r e d e s c r i b e d

A to

aspect

or

below:-

SWAMY KUVALAYANANDA-CHOTUBHAI PORANI COMMITTEE ( 1 9 3 7 ) : The p o p u l a r M i n i s t r y Special

Co m mi tt ee

m ea s ur e s

for

the

i m p ro ve m e n t and

in

the

and

education p h y sical

education

committee there 1)

Septem be r

(2)

to

1937

(I)

development

to

F irst

suggest

o f P hysical

draw up an a c t u a l

scheme o f

f o r p r i m a r y and s e c o n d a r y s c h o o l s .

subm itted

its

report

w ith in

three

months

The and

i n recommended t h e f o l l o w i n g : The

ideal

should

be

p hy sical should 2)

in

i n Bombay a p p o i n t e d t h i s

A

objectives

redefined education

and w ith

of the

p hy sical need

of

in te lle ctu a l

education inte g rating education

be s t r e s s e d ;

standing

advice

and

Advisory

Government

Com mitt ee on

a ll

or

matters

State

Board

p e rta in in g

to to

66

physical

3)

e^^ucation

A supervising

shoulc^ b e appointe^i;

staff

for

p h y sical

e c ^u c a t i o n

should

be a p p o i n t e d ; 4)

A T raining in

In stitu te

p h y sical

same

for

the

tra in in g

e d u c a t i o n . should

lin e s

as

the

of

teachers

be e s t a b l i s h e d

Y.M.C.A.

C ollege

of

on t h e

Physical

E d u c a t i o n a t M ad ra s; 5)

Short-term

courses

secondary t e a c h e r s 6)

P hysical

education

Indigenous

should

8)

There

in a l l

p h y sical

r e v i v e d and

be

education

for

be

intro duced

as

a

should

be

schools;

education

included

should

p hy sical

s h o u l d be c o n d u c t e d ;

compulsory s u b j e c t 7)

in

a c tiv itie s

in schools s y l l a b l e

re co gn ition

of

and'

gymnasia

for

g ran t- in - a id ; Most o f accepted

by

the

the

development

of

t h i s period

and

r e c o m m e n d a t io n s Go vernment

p h y sical after

re c o m m e n d a t io n s T raining by

the

In stitu te

Joseph

the

p rincipal

the

as

foundation.

atte n tio n

Ind i a .

of

has

been

c o m m i t t e e were

may

be

in

the

education

th is

in

the for

it

th is

m ainly

committee.

said

state

guided

For

that

the

during by

the

e x a m p le ,

the

f o r p h y s i c a l e d u c a t i o n was e s t a b l i s h e d

Go vernment

P.M.

sound

of

and

of

1938 a t

P rin c ip a l,

nearly

20

K and ivli Mr.

years

P.M.

education

w ith

Mr.

J o s e p h worked as

and gav e t h e c o l l e g e a

H is a d m i n i s t r a t i v e the

(Bombay)

capacities attracted

M inistry,

Government

of

67

SWAMY KOVALAYANANDA COMMITTEE (1945) Go ve rn m en t (1)

to

the

tra in in g

and

report

(2 )

education report 1)

in The

appointed

on

the

working

in s titu te

to

report

in

the

th is

for

second and

future

p hy sical

on t h e g e n e r a l state.

This

through

of

world

a properly

committee

development

education, progress

committee

1946 and made t h e f o l l o w i n g ideal

sp e cial

K andivli, of

p hy sical

subm itted

its

recommendations.

citize n s h ip

organized

of

may

be

achieved

programme o f

p hy sical

education. 2)

The

State

Board

of

P hysical

r e c o n s titu te d w ith a f u ll- tim e 3)

A

new

post

Education

o f the S ta te

4)

The

cond itions

p hy sical and 5)

One

education,

its

staff

year

should

at

private

and

should

be

Secretary. of

he s h o u l d

P hysical be g i v e n

staff.

the

tra in in g

K and ivli,

in s titu te

should

be

for

improved

s h o u l d be made p e r m a n e n t .

c e rtific a te

be

paid

Inspector

s h o u l d be c r e a t e d

an a d e q u a t e s u b o r d i n a t e

E ducation

conducted

in s titu tio n s

course for

in

p h y sical

m atriculate

education

teachers,

should

be r e c o g n i z e d

should

also

for

and that

purpose. 6)

P riv ate

in s titu tio n s

co n d u c tin g short-term courses f o r Secondary Teachers.

be r e c o g n i z e d

in p h y sic a l

for

education

7)

Short-term

in

P hysical

Teachers s h o u ld a l s o 8)

An

exam ination

in s titu te d 9)

A chie f and

a

scheme

should

education

for

o ffice r

should

the m e dical

s h o u l d be o r g a n i z e d ;

be

P r im a r y

should

be

secondary school p u p i l s .

m edical

The G r a n t - i n - a i d

for

be i n s t i t u t e d . p hy sical

for a l l

school

ch ild re n 10)

in

Education

to

Se c o n d a ry

Increased

for m

be a p p o i n t e d

inspe ctio n

of

school

and Schools

25

per

and

cent

gy m n a si a

to

33^

per

cent. Most o f r e c o m m e n d a t io n s o f t h i s

c o m m i t t e e a l s o were

a c c e p t e d by t h e Gov ern me nt o f Bombay. THE TARA CHAND COMMTTTKK ON SECONDARY EDDCATTON IN INDIA (1948) In

May

committee. factors

1948,

The

the

report

involved

Government of

th is

of

India

committee

set

up

coveri

a ll

th is the

i n a programme o f p h y s i c a l e d u c j a t i o n and I

the

im p ro ve m e n t

of

the

standard

of

games

anjd

sports,

i n c l u d i n g Olympic s p o r t s .

The

committee

macTe

d e ta ile d

recon^endations i

concerning

the

central

in s titu te

for

men and women.

the

courses,

the

i n d i g e n o u s m a t e r i a l on p h y s i c a l

advantage

to

every

The c o m m i t t e e

of

endeavour

secure

its

fe lt

should

proper

phy sical; education that be

i n d r a w i n g up

made

to

u tiliz e

e d u c a tio n to the best inte gration

w ith

th e

western

s y st e m

con<^ucive

to

in

the

suc h

a

way,

e v o lu tion

of

as

many

national

u ltim a te ly

be

s y st em o f s p o r t s ,

games an
The c o m m i t t e e has s u g g e s t e d a d e g r e e o f du ratio n

after

In te rm e d iate ,

should

be b i f u r c a t e d

eith e r

in p h y sical

should

Involve

a c tiv itie s . was

put

at

Recreational fo llow s:

open le ast

Me asurement;

Method (3)

The

(5)

to

of

fiv e

Research;

(2)

s c o u t movements e t c .

du ratio n

"who

sh a ll

Education

or

subjects

as

Test

and

A d m in istratio n;

Movements

in

(4)

d iffe re n t

in a c t i v i t i e s .

recommended should

course

p ra c tica l

year

P hysical

and

The

and

one

w h ic h

sp e cialize

graduates

con sistin g

One e l e c t i v e

committee

of

in

Education

of

m ight

subjects

those

or

part

in c re atio n .

course

O rganization

of P hysical and

or

two y e a r s

V ocations",

(1)

co untrie s

only

la tte r

student

th e o re tic a l

A post-graduate

in

Study

that

education

both

suggested,

have

as

the

th re e years

that

youth

be e n c o u r a g e d

movementsf

in a l l

schools.

THE RADHAKRISHNA COMMTSSTON ON ONIVERSITY EDOCATION(1948-49)

It report

was on

appointed Indian

imp ro ve me n ts present useful

and

and

extensions

future

for

programmes.

the

the

U niversity that

requirements

r e c o m m e n d a t io n s

ef^ucation

by

for

students

the along

Go vernment

of

Education

and

may be d e c i d e d of

the

country.

prom otion w ith

other

of

India

to

suggest to

su it

It

made

physical

educational

70

The the

g e n e r a ' ’, d e f i c i e n c i e s

tim e

of

E ducation

independence

Co m mi ss io n

In v e stig a to r in te re st

and

both

a u th o ritie s , play

and

o rg a n iza tio n ,

of

games

c o n flic t

of

tim e.

These the

poor

im portance adequate status

of

the

staff

and

recognized p rovision

should

More

be

as

a

par

gymnasia,

and

the

play

of the of

absence

sm all v a r ie ty in-convenience

the

and

o b stacles. that

the

prestig e

and

leadership

and

the

professional

personnel

academic grounds

the

improvement could

expert

education

w ith

and

view

little

provided,

p h y sical

of

that

lack

students,

e stab lis h in g

pay o f on

of

by

dearth

m ost r e c u r r e n t

is

w or k.

is

students

of

at

U niversity

observed

pr ogrammes,

be t h e

w ithout

the

personal,

poverty

v ie w

education

there

the

train e d

inv e stigator

accomplished

that

a c a d e m i c w or k,

seem t o

the

by

w ell

of

types .of

w ith

c o m m i s s i o n was o ^

is

as

part

equipm ent,

of

be

the

p h y sical

pointed

(1948-4Q)

in s u ffic ie n t

ground

Further

as

sum mer ized

on

of

s h o u l d be

in s tru c tio n . and

equipm ent

The was

also e s s e n tia l.

It health

has habits

come

should

and s y s t e m a t i c a l l y young health

men

to

the be

is

to

esse n tial

power and h a p p i n e s s .

o f the

ingrained

inclucated

and women a r e

w h ic h

no tice

in to

inv estigator th a t school

to the c o lle g e

have to

the

stage

p hy sical

in d iv id u al

child re n if

our

and m e n t a l

and

national

71

Further Degree

the

course

in

U n iv e rs itie s . course

in

college M.D.

There

a

the

D)

the

be

(3)

a

the

in s titu te

to

of

recreatio n

etc.

doctorate province train e d

is such

should where

(4)

be

q u a lifie d

of

the

to

in

other

teach

up

D irectors

of

at

Tara

should

courses

of

p hy sical

a d m in istra tio n , le a d in g

u n iv e rsity

p hy sical

to

in

education

and

p h y sical for

fa c ilitie s .

assigned

p hy sical

education

periods.

(6)

p hy sical

education

should

required

of

except

N ational

Cadet should

the

E d u c a t i o n who s h o u l d

Courses

p hy sically u n f i t

Corps. be

be

p hy sical

There

staff

students

compulsory

(5)

enlarged

a)

the

of

should o f f e r

fie ld s

course

one

who

a

each

may

be

There m u s t be p r o v i s i o n o f a d e q u a t e g y m n a s i a ,

playgrounds

education

of

advanced

various

a

heads

education

o rg an iza tio n ,

set

(eith er

education

in s titu te

post-graduate

degree

estajDlishment of

p hy sical

central

(1)

ea ch U n i v e r s i t y and

about the

degree

that

su c h

r e c o m m e n d a t io n s

sp e c ia liza tio n

education

one

p hy sical

pay

p artic u la rly

post-graduate

leading

le a st (2)

of

and

undergo e x e c u tio n and t h i s as

at

that

be s e t up i n c e r t a i n

p roperly

d ire cto r

A ll

Committee, central

a

status

recommended

Education

should

appoint

Ph.

have

also

province;

should

Departments, Chand

P hysical

each

or

should

commission

(7)

headed

The by

look a f t e r : -

in P h y s i c a l

tra in in g Two a ll

a*^d

Education,

D irector

be

during

years

of

u n iv e rsity

those

department the

must

in

the

of

physical

of

P hysical

ri

b)

The

gymnasium

and

gym nastics,

indigenous a c t i v i t i e s ,

boxing,

w restling ,

exercises e tc ,

c)

I n t e r - U n i v e r s i t y and I n t e r - C o l l e g e C o m p e t i t i o n s .

d)

Intra- m ural com petitons.

8>

The p r e s e n t

give

students

make

a ffe c tiv e

corps

plan

the

of

N ational

a mo un t o f

so ld ie rs

more e f f e c t i v e

type

in

for

C a d e t C o r p s w o u ld n o t

of tra in in g

case

of

n atio n al

required

e m e rg e n c y.

defence,

the

To

to

make

follow ing

s u g g e s t i o n s were made:a)

The c e n t r e states

should

take

over

the r e s p o n s i b i l i t y

from t h e p r o v i n c e s and

fo r the a d m in is t r a t io n of

the Corps. b)

The

center

should

from t h e Army, in c)

d e ta il

reg ular

o ffice rs

Navy and A i r C o r p s

for

and men

in s tru c tio n

t h e U n i v e r s i t i e s and c o l l e g e s .

There at

should

le ast

be a

once

a

through year

not associated w ith

A sp e cial E ducation

was

Report

of

Education

regular

of a ll

o ffice rs

u nites

who a r e

the u n i t s .

o f 'the C e n t r a l

c on ven ed

afore-referred U n iv e rsity

session

by

inspection

A d v i s o r y Board o f

in

A p ril

the

Radhakrishnan

(1948-49)

1950

to

discuss

the

Com mis si on on

w hi c h had recommended t h a t

t h e U n i v e r s i t y G r a n t s Com mis si on be s e t up f o r a l l o c a t i n g grants. the

It

Central

Recreation development

was a l s o

at

Advisory was of

the Board

e stab lishe d p h y sical

suggestion

of

of

Physical

in

1950,

education

in

the

Board

Education

and

the

the

country

that and

recent is

73

l a r g e l y due t o t h i s

h ap py b e g i n n i n g .

THE MODALATR COMMISSION ON SECONDARY EDUCATION(1952=53) A number o f

commissions

to survey I n d i a n E d u c a tio n . Com m is si on

of

The C a l c u t t a

1882.

The

U n iv e rsity

were a p p o i n t e d

The I n d i a n

U nive rsity (Sadler)

in

the p a s t

Education

(Hunter)

Com m is si on

Co m mi ss io n o f

of

1902,

1917,

The

H a r t o g C o m m i tt e e o f 1929. The S a p r u C o m m it t e e o f 1934 and the

recent

which

Radhakrishna

d e alt

in c id e n ta lly

Secondary

E ducation.

appointed

to

as a w h o l e . w ith

th is

survey

appointm ent

in te re st

certain

Com mi ssi on

problems

had

people

had

steps

being

after

th is

because

in

th is

not

of

a ll

of

aspects

had

so

secondary

taken of

w is he d

there

of

was

to

exa min e

far

of been

education

In d e p e n d e n c e

out

were

been

made

evidence

of

over the c ountry.

the

above

the

Many

and

that

liste d

responsible

lik e lih o o d

of

any

implement

commission.

point

had

cle ar

implemented.

questioned

th is to

commission

problem a l l

been

therefore,

re c o m m e n d a t io n s commission

of

r e c o m m e n d a t io n s

commissions

were i n

no

1948-49

So t h e M u d a l i e r Co m mi ss io n had been e n t r u s t e d

Many

today

the

opportunately

serious

But

w ith

of

re sp o n sib ility .

The v e ry

Com mis si on

In

rep ly ,

In d ia 's

d iffe re n t

the p as t under f o r e ig n d o m in a tio n .

from

the th is

needs what

of

they

74

This

Secondary

C ha irm an sh ip o f Dr. i)

that

is

much

under

properly

that

under

in

health

education

the

cle ar.

and

p hy sical

u n sou nd economy b e c a u s e t h e s t a t e has t o

spend

health

Com mis si on

Laxmanswami M u d a l i a r made i t

econom ising

w elfare

ii)

Education

more

on

m edical

organised

services

schemes

than

of

it

would

p hy sical

and

education. unless

integral

p hy sical

part

a u th o ritie s

of

education

recognize

youth o f the c o u n try , asset w ill

never

education

its

is

accepted

and

need

in

the

be a b l e

to

p u ll

an

educational

a ll

w h i c h forms i t s

as

schools,

the

m ost v a l u a b l e

th e ir

fu ll

weight

in n a tio n a l w e lfare . iii)

that

p hy sical

d rill

or

a

includ e s a l l

education series

of

is

much

more

regulated

than

mere

exercises;

forms o f p h y s i c a l a c t i v i t i e s

it

and games

w h i c h pr omo te t h e d e v e l o p m e n t o f t h e body and m i n d . The

commission

p hy sical include

education a ll

a c tiv itie s capacity

should

aspects

should

be

for p hy sical

a c tiv itie s education

recommended

should should

of

be

that

the

tra in in g

in

enough

to

comprehensive

health

education;

made to s u i t the i n d i v i d u a l endurance;

fu ll

be

m aintained;

be

given

the

teachers of s im i la r q u a l i f i c a t i o n s ;

physical and

his

records o f p h y s ic a l

teachers same

of

status

p hy sical as

other

and o t h e r t e a c h e r s o f

75

the

school

below

instru ctor, the

the

should

p hy sical

age o f

ac tiv e ly

a c tiv itie s

along

4 0 ,

w ith

p a rtic ip a te

of

students.

the

in

the

The

subjects

lik e

fa c ilitie s education the

for

physiology the

should

ex isting

be

and

tra in in g expanded

co lle g e s,

by

of

new

of

the te a c h in g

teachers

opening

of

and t h e e x i s t i n g

by i n c r e a s i n g

n e c e s s a r y and by r e o r g a n i z i n g A ll

hygiene

many

teachers

p h y s i c a l e d u c a t i o n s h o u l d be a s s o c i a t e d w i t h of

p hysical

of

physical

the

seats

colleges,

in

where

some o f t h e i n s t i t u t i o n s

as

I n d i a T r a i n i n g C e n t r e s t o w hi c h a i d may be g i v e n b o t h

by t h e c e n t r e and t h e s t a t e s .

Regarding h e a l t h e d u c a t io n ,

the

e m p h a s iz e d

the

m edical

services

commission

organized through

school,

m edical

exam ination

of

need

a ll

in

for a ll

p u pils

a

properly

states w ith

and

a

f o l l o w up

and t r e a t m e n t where n e c e s s a r y . The subjects Music,

lik e etc.

o ffice the

commission ‘ a l s o p hy sical there

education,

should

c e r ta in experts

d iffe re n t

in

schools

the stan d ards o f

recommended

be

that

dom estic

attached

to

for

special

science, the

D ire c to r's

t h e s e s u b j e c t s who w i l l

p e rio d ically

and

help

in

Art,

inspect

improving

teaching .

The C e n t r a l A d v i s o r y Board o f E d u c a t i o n a p p o i n t e d a sp e cial

committee

r e c o m m e n d a t io n s Education p rio rity . two

schools

the

(1^52) and The r e p o r t o f

programmes

Plan,

of

to

that into

is

look M udaliar

the

im portant

Commission on Sec on d a ry

to indicate th e ir order t h i s c o m m i t t e e was t h e b a s i s

i m p le m e n t e d the

into

during

conversion

of

the

Second

selected

Five

of of

Year

secondary

76

m ulti-purpose

schools

and

the

replacem ent

of

the

old

s e c o n d a r y s y st em by t h e new h i g h e r s e c o n d a r y s y s t e m . SEMINARS ON PHYSICAL EDUCATION(1958) The

U nio n

M inistry

of

Education

S e m i n a rs on P h y s i c a l E d u c a t i o n 1)

in

1958 as

arranged

two

follow s.

THE ALL INDIA SEMINAR FOR PRINCIPALS OF COLLEGES OF PHYSICAL EDUCATION. The

seminar

February,

1958.

for

p rin c ip a ls

Some

of

was

held

its

at

Madras

most

in

im portant

r e c o m m e n d a t io n s were as f o l l o w s 1)

There

should

be

m edical

exam ination

of

a ll

school

ch ild re n; 11)

There

should

Education zone; iii)

There

be

in

more

the

Degree

country,

C olleges at

of

le ast

Physical

one

in

each

and should

Physical

be

a

N ational

Research

C ouncil

of

E d u c a t i o n p r e f e r a b l y a t D e l h i w hi c h s h o u l d

undertake

research

projects

for

practical

a p p lic a tio n . 2 )

THE ALL INDIA SEMINAR ON PHYSICAL EDUCATION FOR STATE INSPECTORS AND UNIVERSITY DIRECTORS The

P hysical

A ll

India

Education

Education

was

Mahabaleswar, Wakharkar,

Se m ina r

and

U niversity

organised under

for

from

the

16 th

state

Inspectors

D irectors to

30th

d ire c to rsh ip

of

May, of

by t h e U n io n M i n i s t r y , o f E d u c a t i o n .

for

P hysical 1958, Sri

at

D.G.

77

Such w o r k e rs to

seminars

in

the

studying

vie ws was

fie ld

th e ir

was

a

p hy sical

problems at

in

need

to

bring

inte n sive ly

w ith

and

the

a vie w

sharing

the

when p h y s i c a l e d u c a t i o n

contents

for

together

education,

a stage,

c ha n g e s

great

expected

of

and e x p e r i e n c e

undergoing

there

were

the

and methods

w o r k e rs

in

and when

the

fie ld

to

u n d e r s t a n d t h e s e modern i d e a s and t r e n d s . The o b j e c t o f t h e s e m i n a r as s u g g e s t e d by t h e U nio n M inistry of

of

Education,

inspection

also

the

and

was t o

discuss

supervision

development

co lle g e /u n iv e rsity

of

of

le v e l

in

t h e p r e s e n t system

p h y sical

p hy sical the

education education

context

of

the

and at

N ational

p l a n o f p h y s i c a l e d u c a t i o n and R e c r e a t i o n p r e p a r e d by t h e Central

Advisory

R ecreation,

and

Board

to

of

discuss

education a c t i v i t i e s

in

P hysical

the

Education

development

of

and

physical

t h e community a s a w h o l e .

MAJOR RECOMMENDATIONS: M a j o r re c o m m e n d a t io n s o f t h e s e m i n a r a r e summarised as f o l l o w s : 1)

PHYSICAL EDUCATION AT THE SCHOOL LEVEL

a)

P hysical in

the

Education schools

at

should a ll

be a c u r r i c u l a r

levels

and

should

subject be on p a r

w ith the s u b je c t s . b)

The programme o f should c a te r of

the

p hy sical

to the needs,

p u pils

and

should

education interests have

and

recreatio n

and c a p a c i t i e s

"Carry over"

value.

78

It

shoul
p ro m ot e

m aintenance desirable c)

of

health,

so cial

Leadership

in

the

fie ld

ii)

s p e c i a l i s t coaches/

iii)

student leaders. the

considered

of

s k ills

and

of

p hy sical

education

staff

follow ing as

development,

:

q u a lifie d

of

and

and b e h a v i o u r ,

i)

Any

g r o w th

a c q u isitio n

a ttitu d e

should c o n s i s t o f

d)

n o rm a l

an

and

q u a lific a tio n s

approved

should

q u a lific a tio n

for

be a

p e r s o n t o work as a p h y s i c a l e d u c a t i o n t e a c h e r i n a secondary s c h o o l. 1)

A

2)

A

Degree i n U n iv e rsity

P h y s ic a l Education

Degree w i t h a D i p l o m a

in Physical

Education 3)

A

pass

in

Inte rm e d iate or

a c e rtific a te 4)

A

pass

its

in p hy sical education;

in M atric or S .S .L .C .

Exam ination

e q u iv a le n t w ith

w ith

a

or S .S .C .

c e rtific a te

in

or S.F. Physical

E ducation. e)

In Primary P hysical

f)

P e rio d ica l for

Schools,

Classroom te a c h e r s sh o u ld teach

Education. refresher

courses

should

be

in- se rvice p h y sic a l education teacher.

organised

g)

Special

coaching

school

camps

physical

should

education

be

conducted

teachers

at

for

Government

cost.

h)

Playgrounds down

in

should

the

Schools

following

Schools

2)

Middle

3)

Primary

Schools

i)

Schools

havingexcess

Schools

the

use

neighbouring school

Schools

1)

The

of

playgrounds

l im i ts :

GIRLS 3 Acres

3 Acres

2 Acres

4 to

^ to 1 A c r e

1 Acre

open

space may

such

a nd

schools

with

an

be r e q u i r e d

open

space

by

to the

indoor

Gymnasium

with

x 15'.

provide

given

education

have 60*

education

syllabus

a nd

5 Acres

of

should

should

physical

l aid

schools.

th e d i m e n s i o n s k)

as

Education

have

BOYS

High

Kach

schools

however,

minimum

1)

permit

by

plan of Physic a l m ay,

CATEGORY

j)

provided

the N a t i o n a l

Recreation. with

be

daily

in th e t i m e

one

suitable

for

t ab le .

in t h e N a t i o n a l

recreation

period

should

Plan of Physical

be

followed

in a ll

modifications

wherever

be

for

necessary. m)

Medical pupiIs.

inspection

should

compulsory

all

2)

P H Y S I CA L EDUCATION I N THE U N I V E R S I T I E S

1)

In

o r fl e r

to

p lan

and

p ro m ot e

ef^ucation,

a

Department

of

Education

ant^

R ecreation

should

p hy sical

H ealth,

Physical

be c r e a t e d

in

each u n i v e r s i t y . 2)

The to

U n iv e rsity make

for

adequate

the

H ealth/ 3)

Com mission

grants

estab lishm e nt

to

of

be

the the

requested

U n iv e rsitie s Department

of

P h y s i c a l E d u c a t i o n and R e c r e a t i o n .

A d e q u a te

p rovision

and

follow -up

be

made

o ffice r 4}

Grants

for

work o f

by

the

m edical

college

appointing

a

inspection

students sp ecial

should m edical

a t e ac h u n i v e r s i t y .

The u n i v e r s i t i e s optio nal N.C.C.

should

p hy sical should

i n c l u d e c o m p u l s o r y and

education

not

be

a c tiv itie s.

sub stitu te d

for

The the

p h y s i c a l e d u c a t i o n programme. 5)

P e o p l e s h o u l d be e d u c a t e d le isu re . p u b lic ity

This of

should the

film - strip s,

be a c h i e v e d

rig h t

term

's u p e rv is io n '.

order

only

that

through

is

press,

dem onstration,

p u b lica tio n s ,

etc.

SUPK^^VTSION OF HEALTH, PHYSICAL EDUCATION AND RECREATION IN SCHOOLS The

the

kind,

e x h ib itio n s,

con ^^erences, l e c t u r e r s , 3^

i n t h e w o r t h y use o f

teachers to

follow ing

make

"in spection" The

of

a im

of

p hy sical

supervision

should

supervision

be

replaced

should

education

in

serve

purpose

s t a f f may be p r o v i d e d

its

th e ir

i n each s t a t e :

be t o work. fu lly ,

by help In the

1)

Dy.

Dreictor

of

Kducation

for

Physical

Education

Recreation. 2)

Two

State

branch 3)

Regional

of

( M a n' s

and

charge

of

4)

women's a

unit

women's

branches

1)

50 h i g h

branches

Education

Officers

separately), four

Education

each

district

Director

State

of

and

in

physical

He

Officers

be r e s p o n s i b l e education

in

institutions

for

charge

of

for

should

f or

Physical

should physical

be

an

education

co-ordinate

Physical

schools, of

plans and In

Education

various

Education

should

f or t h e s u p e r v i s i o n o f p h y s i c a l

the

the

schemes

colleges

education

Deputy

in

addition,

camps,

training

physical

Education

plans.

coaching

in

and

in t h e s ta te .

assisting

Physical various

(Men's

STAFF

officer

activities

st at e,

each

Recreation

recreation.

allied

Officers

separately)#

administrative

own

about

SgPERVISORY

Education

2)

men's

separately.

Physical

of

f or

schools,

OF THE

Deputy

and

Officers

officers.

Physical

FUNCTIONS

branch

Divisional

District

about

Education

and w o m e n ' s

education

4)

Physical

and

they

refresher

in

and the

Director

of

formulation

of

to s u b mi t should courses,

their

organise youth

— fe s tiv a ls should and

3)

and

school

co-ordinate

.

r a llie s

the

F in ally ,

work o f

the

tn e y

D ivisio nal

the D i s t r i c t s t a f f o f P h y s ic a l E d u c a tio n .

D iv is io n a l

or

Education

R e g io n a l

sh o uld

State O ffic e r s ,

O ffic e rs

have

in

the

for

same

relation

to

P h y sic a l

d u tie s th e ir

the

as

re g io n

or

d iv is io n .

4)

D i s t r i c t P h y s ic a l Education O f f i c e r s re sp on sib ile Schools

and

schools

for

the

v is it

to

su p e rv is io n 50

primary

inclu siv e

s h o u l d be of

50

H igh

a n d /o r m iddle

of

Co-ordination

in s titu tio n s .

5)

RECREATION

1)

FA C ILIT IES

M unicipal

2)

for

the

sh o uld

s e c t i o n s where t r a i n e d

have

organizers

appointe(^.

be

A s p e c ia l

PUBLIC

Corporations

recre atio n al should

TO

tax

should be

p ro v is io n

of

in c lu d e d

in

the

re c re a tio n a l

budget

fa c ilitie s

to the p u b l i c . THK

AD-HOC

There p u b lic

of

ENQDIRY

was the

COMMITTEE

much poor

c ritic is m

com petitions

sports

country.

to

secure

the

even

the

in

performance

in te rn a tio n a l in

ON GAMES

and

In d ia n 7th

or

the

AND

the

of

press

and

In d ia n

general

a th le ts 8th

SPORTS(1958^59)

had

p o s itio n

among

team s

de clin e

not

been in

in

of a b le

Olympic

competitions. held

in

seventh

Delhi in

therefore

India's

the

in

appointed of

of

performance

contests, recommend

low

as

Olympics

were

performance contests,

to

of to

in

Indian

suggest

the

level

steps

for t h e

MAJOR

RECOMMENDATIONS

1)

More

3)

and

of

Greater

and

the

to

competition

of

and

India

u n d e r t he

investigate in

India

and

international Games, It s

reasons in

and

and

to

terms for

the

of poor

international

arrest

the to

gradual recommend

facilities

and in

and

power

people

nutrition.

should

should

playgrounds Incentives

opportunities be

efficiency

institutions

young

in

Asian

better

educational

H ea l t h ,

to

sports

performance;

administrative

in s p o r t s 4)

and

measures

1 954

i m p r o v e m e n t of standards.

training

2)

in

teams

into

in

1958

Patiala

competitors

facilities

greater

in

improvement.

enquire

Asian Games

Government

committee of

in

Manilla

The

Indian

for

second

in

standards

the

measures

reference

1958.

Maharaja

of

such

was

fourth

an A d -h oc

the

persistence

decline

1951,

Tokyo

chairmanship th e

in

position

in

th e

provided

for and

achieved. be

provided

form

of

in

equipment,

funds. the

form

games of

of

should

endurance,

should

be

credit

f or a c h i e v e m e n t s

be p r o v i d e d . physical

developed

by

well-being

of

improvement

in

5)

The

te r m

of

Federation

the

or

o ffice

bearers

in

a

should

be

lim ite d

A ssociation

th re e years w ith o p tio n

N ational to

for re- election

fo r another

one

F ederation/

ter m o f t h r e e y e a r s . 6)

No

office- bearer

A ssociation

in

should

N ational

sim ultaneously

hold

o ffice

in

any o t h e r N a t i o n a l F e d e r a t i o n / A s s o c i a t i o n . 7)

The

A ll

India

reco nstituted members

8)

C ouncil

and

it

inc lu d in g

a

Go vernment o f

India.

There

be

should

importance not in of

be the

of

a

should

Central

under-estim ated.

teachers

u tilize d

which

of

in

consist

out

programmes and s p o r t s .

should and

The

at

The

pay

more

ca n

be

p lan

of

stages

is

p o te n tia l by

colleges

re- orientate

thousands

They

a ll

tale nt

should

in s titu tio n s

central

be e x p l o i t e d

should

Coaching.

tra in in g

the

a vast

coaching.

the

education.

There

education

are

yearly

e sse n tia l.

planned

of

to by

31

coaching

should

15

There

Planned

which

11

of

nominated

Plan

coaching.

country

be

teachers

are

carry in g

should

education

p hy sical

is

sports

Chairman,

p hy sical

country

of

in the

i n t e n s i v e and of

physical

th e ir

tra in in g

a tte n tio n

to

games

9)

A

beginning

should

establishment provide

of

a

be

made

central

first class

immediately training

coaches

with

the

institute

in d i f f e r e n t

to

sports

a nd

games.

10)

National their

Federation/Associations

selection

permanent

basis

be c o n s t i t u t e d

11)

National

right

and

games

should

and

co-operation

events

festivals

sports

of w r e s t l i n g

If

schools

play games

in

requirements equipment. recommended:

w i t h ’ the

l i ke

as

for

the

in

th e

country, in

The

tasl?.

in r u r a l a r e a s Akhadas

community

etc.

projects.

be

organised

and

sports

th e

occasion

of

fairs.

Kabadi

and

indigenous

style

be encouraged.

colleges

part

th e

may

choose

persons

Vyayam Mandals,

on

should

and

their

of

should

be o r g a n i s e d

should

encouraged

Indigenous

committee

their d i f f i c u l t and o n e r o u s

V y a y a m Shalas,

in

fa r as p o s s i b l e o n a

selection

type

through

Sports

13)

every

appoint

for a p eriod of two years.

the

p e r f o r m a n c e of

Sports

and

as

Federation/Associations

Managers

12)

committees/

should

and

universities

development they

respect following

must of

of

have

have

sports the

and

minimum

playgrounds

standards

to

have

an d b e en

A C ollege

:

10 a c r e s

fo r playground,

(with a stu d e n t p o p u la tio n of

1000 t o 5000)

A High S c h o o l (With a s t u d e n t p o p u l a t i o n o f 500 t o

1000) :

5 .6 a c r e s

:

3.5 acres

:

1 acres

A m iddle school (with a stu d e n t p o p u la tio n of

200 t o 500)

A P r im a r y S c h o o l 14)

Where s e p a r a t e p l a y g r o u n d s c a n n o t be made a v a i l a b l e f o r e ac h e d u c a t i o n a l a group o f

15)

Standards

in s titu tio n ,

in s titu tio n s

equipm ent

a common p o o l

for

s h o u l d be c r e a t e d .

should

be

manufactured

in

the

c o u n t r y so as t o be a v a i l a b l e a t ch e a p r a t e s t o a l l and

fa c ilitie s

for

its

manufacture

should

be

provided.

16)

For

the

country

development it

is

of

essential

sports

and

games

in

the

t h a t u m p i r i n g and r e f e r r i n g

s h o u l d be o f a h i g h o r d e r . 17)

The

rules

on

In te rn atio n al Olympic

amateurism Federations

committee

should

la id and

down

the

be s t r i c t l y

by

the

In te rn ation al follow ed

in

the c o u n try , 18)

U tility

type

Shramadan

stadia

b asis,

gr ou n d s h o u l d a t

if

should th is

be is

constructed not

l e a s t be e n c l o s e d .

possible,

on

a the

THR KUNZRU COMMITTEE

i.958-59)

The Kunzr u C o m m i tt e e i s a l s o known as t h e c o m m i t t e e f o r c o - o r d i n a t i o n and I n t e g r a t i o n o f schemes o p e r a t i n g the

fie ld

of

p h y sical

education,

w elfare.

It

was

1958-59.

It

recommended

inte grating education in

appointed

various

and

youth

by t h e

Government o f

guidelin es schemes

for

It

youth

India

c o o rd inatin g

re lating

development.

and

to

subm itted

in and

physical its

report

19 64.

It H.N.

may n o t be o u t o f p l a c e t o m e n t i o n h e r e t h a t P t .

Ku nz ru

developments sports

over

instrum ental

was in a to

thoroughly

the

fie ld

period

of

replace

Corps

N.C.C.

schemes the

in

20

years.

and

the

the

in the

Education

U.T.C. by N.C.C. & A.C.C. Hdwas

launched

place

the

was

Cadet

than

w ith

He

N ation

of

Physical

more

of

r e c o m m e n d a t io n s

acquanted

of

C h a i rm a n

the

recreatio n

in

Com mit te e 1948.

Kunzr u

(1946)

whi ch

The c u l m i n a t i o n

Co m mi tt e e

(1958)

f o r m a t i o n o f N a t i o n a l F i t n e s s C orp s i n

of

to o k 1965.

THE SCHOOL HEALTH COMMITTEE (1960 ^ The S c h o o l H e a l t h Com mitt ee was a p p o i n t e d u n d e r t h e Chairm anship In d ia health

in

of

S rim ati

Renuka

Ray by t h e

Government o f

F e b r u a r y 1960 t o a s s e s s t h e p r e s e n t s t a n d a r d s o f

and

n u tritio n

and means o f

of

school

i m p r o v i n g them.

child re n

and s u g g e s t ways

TERMS OF REFERENCE

a)

To

ex am ine

the

present

programme

in

(excluding

p hy sical

that

is,

fo llow

the

healthy

se rv ice ,

of

various

w elfare

b)

a ll

its

aspects

games

and

sports),

diseases,

etc.

if

of

and

health,

the

to

asso ciatio n s

such

and

as

care

at

(1)

(2)

and

education

students

suggest;

required,

agencies

m edical

health

a ll

further

how t h e work

m edical,

so cial

c a n be c o - o r d i n a t e d

to

and

a ssist

the prom otion o f h e a lt h o f school c h i l d r e n .

To exa mine s t u d i e s the

n u tritio n a l

ind icate : any

and s u r v e y so f a r made t o a s s e s s

standard

^i). further

sp e c ific

suggestions

areas, to

and

c hild re n

re co mm end in g,

of

examine

and

re a lis tic

for

school

the

r e c o m m e n d a t io n s an e f f e c t i v e country.

the

needed

give

measures

ways

in

concrete

among

to

school

and

means

p o s s ib ility

Centres

conducting

a

education

and

in

measures

and

association

a d m in istra tio n .

include

of

other

comprehensive

programme

school m edical

and t o

such a programme.

H ealth

should

to

in te r- a lia

health

lo c al

studies

n u tritio n

recommend

Primary

organisations

or

ch ild re n

appropriate

f i n a n c i n g and o r g a n i s i n g

entrusting

w ith

school

(ii)

in s titu te

standards

To

of

survey

im p ro ve

for c)

school

n u tritio n ,

education

survey o f s t u d i e s

in

of

of

in

education,

environment

stages

of

country

prevention up

p osition

to

service s u it a b le

The

develop to the

89

d)

To

examine

th e

promoting

THE

KOTHARI

It

the

and

was

and

14th

and

physical its

also

to

victory

The f or

1 9 64

to

th e

measures

to

of

by

of

Government

on

Education

It

to

must

be

only

to

the of

on

general

education

obedience in d e f e a t

recent

only and

emphasized physical

t he

ignore

that

such

fitness

alertness

and

perseverance,

ru le s,

moderation

a satisfactory

developed

follows

government

education

like

to

a r e as

emphasize

mental

qualities

be

in

physical

efficiency,

can

and

India

EDUCATION

tendency

not

certain

advise

development

education

values.

balance

following

pre-school

respect,

a

value

education

Government

Physical

been

leadership,

physical

1)

of

the

fo r

on

contributes

and

for

( 1964-66)

education

PHYSICAL

physical

spirit,

of

physical

educational

development

t he

has

fitness

education

July

in a ll

The commission views

of

by

policies

RECOMMENDATIONS ON

There

of

practical

COMMISSION

pattern

stages

schemes

suggest

appointed

dated

principles

standards

available

the p r e s e n t position.

national

a t al l

to

EDDCATION

resolution

facilities

nutritional

children improve

present

only

but the team in

pr o g r a m m e of

on

the

basis of

principles:-

physical

education

desirable

interests

and

programme

out-comes

should

keeping

in

be p l a n n e d mind

c a p ac it y of the participants.

th e

90

2)

The

traditional

activities should

3)

The

4)

A

that

receive

a sense

sense

of

of

have

promoted of

5)

The

programme

programmes

6)

The

7)

The

programme

selected

8)

Special

activities

a nd

simple

advanced

more The

physically activities. coordination

reach

in

a

spirit

of

from experience

supplement

other

them.

financial means.

all

in be

a nd

coaching

rather

than

a

should

handling fo rm s.

the

should

be provided

talent and special aptitude.

activities,

group

introduced

become

each

pride.

grow

be w i t h i n o u r

education

rhytmic

should

and

in

and not duplicate

should

with

exercises,

ones

develop

should

i n s t r u c t i o n an d

Physical

and

country

few.

f or s t u d e n t s

be

offered

should

our

in t h e g y m n a s i u m .

of education

programme

worth

should

and also

physical

in t h e p r o g r a m m e .

responsibility

democratic co-operation on playground

and in

should

personal

sharing

play

developed

due emphasis

activities

child

forms

gradually

sports

simpler

classes, provided

developmental

and

activities.

The

early

include

games, All

these have

activities the

as

more boys

outing

should

advanced and

girls

more mature.

very

young

mature

f or

Their have

are

not

formal

sense

of

to b e d e v e l o p e d

psychologically

a nd

vigorous

basic

f o rm s

movements

gradually.

and of a nd

L

The the to

syllabus

early

primary

imitate

o f p la y, than

their

through

next

like

the

should

skills.

grows

for

for

better

most

vital

child as

stage

should

walking

etc.

of

develop properly,

Higher

precision

th e

taught

activities

s po r t s , Skills

guidance

and

games

learnt

At

a common

there

separately

forms

must

of

wait

abilities.

more

in t he

the

an

for

t he

activities,

school and

be

to

should

be

standard

perfected

through

boys and girls

education

syllabus

performance.

except

syllabus

activities

of

desires

he

in

th e

for b o y s an d g i r l s

their

forms

their

age w he n

stage

education

finer

in

physical

s tag e,

in m i n d

Rhythmic

is

for g o o d

syllabus

and

adults,

should

and

onwards,

play

secondary

the

It

physical

challenging

team

of

pre-adolescent

an d

earlier

primary

keeping

change

athletics

techniques

th e

the

and

practices.

excellence

include

i n to

simple

The adolescent

imitate

From

to do s om e t h i n g

A

a nd

capacity

provide

classes

spirit

such

accuracy

and

opportunities

must

their

the

throwing

child

interests

desire

is

t h em ,

st ag e.

As

form.

This

an d

skills,

dodging,

coordination

to dare

movement'.

basic

and

shoul^i b e b a s e d o n t h e i r d e s i r e around

comrades.

over

running,

hi s

stages

their wanting

mastery

t h e -young a t t h e p r e - p r i m a r y

movements

'education

t he

fo r

will

have

two

c a n be used.

should

respective

last

be

planned

interests an

appeal

and for

girls,

non-contact

badminton, vigorous may

be

in

only

is

what

teachers. National

In

of

with

different •physical There

between

years,

and

danger

or

items

in

of

the

Scheme

called in

into

account

not

number

and

of

schemes

prepared

Ministry th e

activities

t he

physical

time

an d

made

by

a

th e

group

Education,

Auxiliary

to

of

like

by

of

began

tried

the

of

in v i e w of

number

the result

t he e d u c a t i o n a l

forgotten

a

claims

that

hockey

is p o s s i b l e

Education

common

the

schemes,

a

what

committee

education

is

scheme,

The

as more

and

Athletic

take

facilities,

Discipline

another.

compromise

also

request

several

The

net~ball

programmes

should

Physical

the

such

popular.

s t ag e .

of

but

of

games

fin d a pl ac e.

useful

at

National

one

later

stages

recent

P la n

experts

Corps

a

all

limitation

are

basketball,

preparation for

the

as

at

strenuous

etc.

f or m shoulfi a l s o

education

of

such

brought

The

th e

l e ss

throw-ball,

games,

stan^arfi

anci

to

Cadet

view

bring

with

about

a

the e n th u s i a s t s

of

is a m i x e d

National

p r o g r a m m e of

Fitness

implementation

of

Co rp s. the

new

purposei;>of t h e p r o g r a m m e m i g h t be

neglected.

THR TSHWARBHAI PATEL RRVIKW COMMITTEE ON THE CDRRICqLOM F O R THE T E N Y E A R SCHOOL (1977)

Dr. social felt

P.C.

Chunder,

welfare,

that

text-books

an

in

hi s

objective

should

be ma d e

Union

Minister

capacity

as

assessment and,

of

E d uc at io n and

president of

the

therefore,

of

NC ER T,

syllabus

in J u n e

an d

1977 he

appointee^ Shri

a

Tshwarbhai

OPTNTON OF

active.

The

child

without and mind

In

general,

provide

movements

physical

It

children be

SDGGESTED

are

be

mental

is

an d

to

be

physical

development

of

be a c h i e v e d .

aim

of

an d

physical

mental

types develop

of

health.

creative

physical

of

mental

directions,

and

body.

It

should

and

thus

aid

It

should and

should through

alertness

a nd

t he

education

satisfaction

a nd by

independent,

Stage

of

two

movement

dance,

concerned

the

of

help

and to

stimulate growth

in

encourage children

to

approach

physical

confidence,

(Classes I types a nd

games,

:

aim

middle

Middle stage

to VI)

at

as a

an d

there

The

(i) t h o s e

and " m e an s

should

involve

co-ordination,

(ii)

secondary

activities

which

muscular

gymnastics,

with movements

(b) At

children

harmonious

circulation

an d

Primary

is

Chairmanship

PROGRAMME

functional that

both

to c o m m a n d s

ensure

happy

should

the

most

the

cannot

should

and

a nd

tasks w it h

(a)

which

suppleness

respiration

t he

PHYSICAL EDUCATION

of

needs

various

response

maintain

urge

physical

of

activities.

to

the

body

to

under

P a t el ,

nature

activities both

Committee

REVIEW COMMITTEE ON

By

be

Review

those

which

of exposition", stage

be

( C l a s s e s VT

basic

courses

to X);

reinforcing The

programme

taken a nd

what

of

has

may

the

taken

be

varied.

immaturity

lack

the

then of

primary account

bodily

s ta ge . must

be

development

stamina.

(Programme

of a c t i o n

Mo health,

yoga

and

about

is

participation

of

education

condition

for p r o m o t i o n of other

PHYSICAL

EDUCATION AND

implement

i)

In

holds

in

the

states at

present, in

considered

a

t o th e n e x t h i g h e r

school

a nd

performance

n ot

Union

adequate

sports

a nd

necessary

class

in

SPORTS

following

deciding

areas

objectives

t he

sufficient which

as an

be k e p t

in

of

of

will

be

necessary

th e N a t i o n a l

to

P o l i c y on

1 9 8 6: -

allocated education

position

subjects.

the p olicy

Education,

However,

is

the case

Action

education

satisfactory

physical

present

different

available. an d

th e

physical

curricula

Territories

1986

(1992)

information

education

for

in

Even

and

NATTQNM, P O L I C Y O N E D U C A T I O N

ii)

place

the

integral

curriculum time

National part

to

l o ad

sports

.Policy

o f th e

on

the

need

and

physical

education,

learning process,

to

1986

should

in m i nd . Physical

atleast

assembly.

45

education minutes

and per

yoga day,

should

be

preferably

introduced j u st

after

iii)

Approveci

time

table

iv)

games

f or a t l e a s t

Special

students

v)

who

perform well

incentives

teachers

who

physical

education,

The

may

a m ou n t of

vli)

A

playgrounds J RY

An

training skills

ix)

extra

to

be

school

given

to

and games.

considered

duty

provided

contigency

for

should

in

fo r

conducting

such to

may

t he be

intensive

as

each

subject

classes

football

school.

be p r o v i d e d

creation

taken

and

to e q u i p a l l

to

impart

yoga will The

physical x)

need

be

the

in a w e e k .

in s p o r t s

may

in

in

up

a nd

on

a

an d

Similarly,

to each

sc ho o l.

improvement

phased

basis

of under

an d NRY.

viii)

and

will

equipment,

be

scheme

included

yoga, s p o r t s a n d g a m es .

basic

volleyball some

perform

be

two periods

incentives

Special

vi)

should

subject

training

f or h i g h

schools

may

A comprehensive

a nd

championships

culminate

in

physical

teachers

the necessary

education,

games

be

to

schools

train should

and

recruit

be e x p a n d e d .

established/recognised

only

if

are available.

xi)

introduced

of

teachers with

programme

education

playgrounds

programme

be n e c e s s a r y .

present

New

extensive

over

a

system of in

select

period

in a N a t i o n a l

Inter-school

of

school

tournaments

disciplines time.

This

championship.

should

system

be

should

xii)

Special

special need

system

to be

the

implement

Board

incentives

a nd U n i o n

the

issue

above

in

a

a nd

up

special

following

For

private

encourage

a nd

athlets

c o - o p e r a t i o n of all will it

an d

be

a

also

is

state

necessary

recommended

discussed

meeting

are

t he

other

of

as

to

that

a special

Central

Advisory

schools

investment

a nd

in

colleges,

sports

by p r o v i d i n g i n c o m e

investment

or e n d o w m e n t made

promotion.

proposals

of National

1986:-

introduced

this

successful

Territories

taken

Policy on education,

to

for

schools

Education,

The

i)

winning

suggestions,

m a y be

item of

to

co-ordination

Governments

agenda

of

awar<^s

introduced.

As

t h is

cash

special

schemes

infrastructure ta x for

benefits sports

The M i n i s t r y of Fi na nc e wo ul d

may

be

to

an y

or

sports

be a p p r o a c h e d

in

regard.

ii)

Special

scheduled their

incentive

tribes

of

should

participation

g i rl s ,

also

be

remains

scheduled

evolved

to

proportional

castes ensure to

a nd that

their

population.

iii) evolved

Special for

participate

and

attractive

students in s p o r t s

who and

alternative will

have

a re

unable

g am es .

physically

to be to

Implementation constant monitoring be

evolve^^

for

of

these

proposals

an<^ r ev i e w .

this

purpose

will

A monitoring

at

t he c e n t r a l

require

s y s te m would and

th e

state

levels.

2. 3

HISTORICAL ORISSA

Orissa, mainly

during

t he

f ou r

Cuttack,

Puri

district

of

Orissa,

DEVELOPMENT

Angul.

major

part

of

small

chiefs

acknowledged

o f all

mainly There

by

1866.

grades

and

any

extremely

due

to total

number

indifference

absence

the

education,

even

though

vast

Government Inspector

to of

of

B en g a l .

develop

Schools,

to be r e g r e t t e d

were

under

a

Th e

number areas

of but

been

under

education

in

1866

of

in

state of

British Orissa

India

in a l l

of

of

77

was

equal

schools

3,536.

education

company's

wa s

Government.

o f a n y a t t e m p t o n t h e p a r t o f the

provide

parts

districts,

of pupils was

backward

to

other

modern

jurisdictions.

province

were

Government

in

non-regulation

inaccessible

t he

other

There

The

was

five

ha d

1803,

the

th e

Balasore,

constitute

remained their

Orissa

than

noted

contained

of

o ne

political

in

review,

IN

suzerainty.

since

backward

areas

areas

ruled

British

administration

importance

which

those

Although,

more

The

above

EDDCATION

districts and

different

who

under

Sambalpur

t he

under

PHYSICAL

period

regulation

a nd

besides

scattered

t he

OF

people s u ms On

were t he

education,

south-west

with

t he

means

annually

expanded

negligence Dr.

division,

that no new educational

E.

of

of

Roer, s ai d :

operations

"It

the the is

c a n be

carrief^

o ut,

with

other

area

of

less

Howrah,

population

is

The

continued of

how

th e of

of

appreciate

to

th e

want

of

measures," general t he

and

material

a nd

Measures

were

in O r i s s a .

a

as

to

an

4,534,813

district

miles,

the

t he

of

and

policy

Revolt

crown die

legacies

in not

of

a

the

t he

of

1 857

1858,

the

change

for

old

occured.

of

system

The Orissa

apitome

186 6

it

educated persons of Orissa.

of

T .E.

bearing

on

would

would

th e

was

in

well

of

for

t he

deficient

the

of

who

of

of

th e

was th e

spread

of

would

an d

means

information

case

carrying,

progress

improvement

so

practical

aware

the

R a v e n s h a w wrote:

prospects

have been

well-

aggrevated

w as

t he

give

a nd

was

residents

enlightenment

adopted

of

small

with

famine

proper,

t he

moral

with

administration.

who

Government

famine,

compared

Orissa,

square

in t h e p r e s i d e n c y

a nd

of

800

r e g a r d e d as

of

facts

Bengal

want

the

public-spirited

authorities

district

f or

ended

The

th e p e o p l e

people,

of

administration

m a y be

the

whole

culminating^ tragedy

"No o t h e r p r o v i n c e intelligent

disadvantage,

an d a p o p u l a t i o n

power

th e t e r r i b l e

sufferings

of

rule

unsympathetic

Tn k n on

a

1866

company's

the

of

abruptly.

t i ll

a

souls.".

of

content

better

famine

7,50,000

transfer

and

at

than

area

company's

the

t he

For

expended an

of

is

square miles

with

nature

Orissa

districts.

52/9Q5

so ul s,

with

for

in

out

the

remedial

r is k

people.

adopted people

of m o d e r n

a ny

of

After

for

of

a

the

Orissa.

education

There village

existed

schools

of them did education

in t h e

an d

to th e

department.

They

authorities.

school

pathashalas

length

not c o n f o r m

departmental village

numerous

masters

was

breadth

standard

or

elementary

of Orissa.

prescribed

were

never

inspected

The

mode

of

primitive

and

Most

by t he by

th e

teaching

of

in s o m e

respects

clumsy.

The very

progress

deplorable.

2,598

pupils

The

and

the

the

operation

it h a d

private

of

In

spite

were

English

education

chances

opened

The

compulsory

at

Government

secondary

students.

given

In

schools due

subject

t h is

imparted

obtaining

scholarships

in

of a

education.

system.

But

failed

system

in O r i s s a to

elicit

of education.

a

The

secondary

lucrative university

t he M.E.

two

Here

secondary

in centive of

schools

career

by

were

the

an d

the

means

of

examination.

t he

physical

few

employment

physical

for th e p h y s i c a l

in al l

with

an d c o n s e r v a t i s m of the

th e e n t r a n c e s

course

w as

pupils.

t he g r a n t - i n - a i d

spread

encouraged

1905

Schools

4,728

obstacles,

in

by

High

system

th e

these

by

prospects of

on

against poverty of

12

schools with

secondary

effort

education

only

grant-in-aid

to c o n t e n t

increased

were

84 m i d d l e

of

schools

t he

There

extension

people.

secondary

Government depended

for

adequate

of

in

d e v e l o p m e n t o f the

education a nd

training

High

was

made

Schools.

; ■*»

a

1. U 11

Drill b oy s.

There

Zilla

were

a nd

High

reported

in

during

Schools

to

be

schools,

drill

Training

the

f or

period,

boys.

much

schools

for

a t a ll

the

instructors

well-taught,

not

secondary

Schools,

1912-1917

In

some

but

in

attention

Drill for all

cases,

many

was

drill

privately

paid

to

t he

Th

In 4

t he

First-Grade

subject.

of

a ll

whole-time

provided

Government

managed

taught

were

schools

sheds

was

was

1916,

(four)

under

arrangements

drill

t he

control

Association.

The

a nd

first

Orissa,

1922,

held

which

17

masters

a

of

of

masters

two were

for

at

Young

of

at

th e

months

the

training

Cuttack

annually

Men's

Physical

appointed fo r

made

Orissa

th e

Director

class

drill

were

education,

close in

trained.

Christian

of

1923 Of

Bihar

the

at

them

year

Patna

in

5 belonged

to O r i s s a .

The secondary deal

to

periods two

Director schools

lighten

up

and

good

were

sent

t he c o m p l e t i o n o f th e

of

in th e s c h o o l s

specially

Orissa

of

first grade

supplied

most

of O r i s s a .

t he

physical

Orissa and

the

July

render

drill to

1923.

more

of Orissa,

Patna

school

teachers

visited He

fo r

were a

did

useful

As p e r hi s

masters

training

training

of

in

education

th e

th e b e s t o n e w a s

for

t he

drill

selected

as

good

suggestions,

further

at C u t t a c k

a

the

f r om

course.

On

posted

to

this

secondary

school schools

LI) L

In of

192S,

tra in in g

school

at

two in

young

the

Madras

Young

one

Bhagalpur,

rhotnagpur

for

and

Inspector year

for

q u a lity

T raining

it

and

o^

the

p hy sical

th ird

In s p 'B c to r

re m a in e d

w ithout

the

Patna

Junior

close

In

at

of

Inspectors,

end trained one

for

courses

held

by

the

during

the

im p ro ve m e n t

given

in

i n High and

p hy sical of

one

education

was

1^2 7. The s e n i o r most

the

who le

sp e cial

re m a in e d

province

charge. in

but

Out o f

charge

of

the

T irhut

the

of

at

suggestion

made by H .C .

A s s o c i a t i o n a t M a d ra s,

P h y sic al Education 1*^30,

it

was

schools

Inspector

was

three

were a b o l i s h e d decided t h a t

Madras was t o be a t t a c h e d tra in in g

Beck

of

B ihar

attached

to

an

t o each o f and O r i s s a .

the

secondary

school a t C uttack.

P hysical atte n tion by

Education

in

a ll

I'^S^

c u rricu lu n

in in

e ffic ie n tly

as

practised

in

the

bulk

great

the

continued

the

p o p ularity

the in

of

but

students.

a

fa ir

share

I t may be s a i d a

part

of

in s titu tio n s .

schools

be d e s i r e d .

some s c h o o l s , of

have

had become

w ell-organised

a l l classes could

to

secondary s c h o o ls .

the s u b je c t a ll

taught

areas.

were

Cuttack

theyear,

C h ristia n

secondary

tra in in g

g ain in g

other

refresher

appreciable

his

the year

C onsequently

was

The

the

P hysical

i n c h a r g e o f O r i s s a and C h o t n a g p u r .

Inspectors

fiv e

that

as

accordance w ith

Inspector

of

and

at

of

of

d iv isio n

Young Men's

the

the

of

T irh ut

i n chan ge

and B h a g a l p u r a n o t h e r

posts

Inspectors

in s tru c tio n

Inspector

at

the

A ssociation

in s tru c tio n in

course

C h ristian

O rissa.

resulted

appointed

of

and

th e ir

Schools.

A

two

as

P h y s i c a l Fd u c a 't i o n

lQ?7-?8.

the

Patna

gymnastic

of

Men's

were p o s t e d

Education, d rill

..nen who c o m p l e t e d

thought

the D rill

not

as

G y m n a s t ic e x e r c i s e s were

t h e y were n o t p o p u l a r w i t h C r i c k e t and f o o t b a l l were

s e c o n d a r y .schools

C o u n t r y games were a l s o p l a y e d

situated

i n u rb a n

i n many s c h o o l .

2.4

PHYSICAL KDUCATION

Physical confined f ie ld

Education,

within

of

f ou r

which

from

a

unending

process

in

touched,

unseen

an d

Departmental

every

of

for

the

and

learning

acquisition social

it

is

and

envoyment

t he

birth

wider

become

total

effect

fruitful

remedies

injection

in to.

Physical vast

l ik e

era

the

in

on

the

in

muscular

s ki l ls ,

desirable expression

activities.

individual f or

th e

or

being

the w ho le so m e

personality.

Orissa for

education

fingers

of

of

creative

f r ee d om ,

physical

the

lea d

opportunities

activities

an

with

experience to

development

of

of

in

probable

a

right

seen,

lincked

according

large

with much more

Implication h as

in

is

an

scientifically

attempts

at

and

knowledge,

organised

which

vigour,

of

perusal,

an

that

for

that

whole,

and

as

st ag e,

body

of

organic

& r e ac t ,

d e v e l o p m e n t of

side

not

evolutionism

field,

neuromuscular

participation

Further

of

a

is

be s u m m e r i z e d from

institution,

of

attitude

through

to a c t

of

as

education

group

uncommon,

embroynic

part

education

general

individual

can

computerized

syncronized.

to

it

of

starts

every

arranged,

related

bit

c h i l d ’s

mechanically

field

a

walls;

education

physically

IN O R I S S A

society. is

th e

th e

is m e a n t

ha nd .

Rut

on

such

how

far

light, it

has

point of d i s c u s s i o n

and

renovation

educational the

education

for al l

spectrum.

a nd

and But

successful

subjugades it

It is e x p e r i e n c e d

is

jus t

a deemed

effect, in

just

l ik e

comparision

municipal fingers

to

a r ea s ,

of

physical

a

little

fingers

middle

finger

cosmopolition

hand

in

education

is

of a hand effect

t o w ns ,

neglected fetched

in r u r a l

&

in

urban

areas

so,- v e r y

portions.

a lot and

areas

as

That

lossed

is

the w hy,

relatively

m o st.

Before to

s ee

the

calculating uprising

in

is

sub-continent,

hot

comparision gene

to t h e

problem,

climatic

success

th e

problem way

accepted

cannot

states,

sounds

thinking

it

is

costums

The

we

have

be

that,

out

of

Indian player

having of

differences

it.

lack

effected

behaving,

India

by

In the th e

expressing,

among

t he

hot

&

blind

better

success

to

communication

belief th e

education

know

&

the w i d e r

of

of

t he

physical state

of

adverse

an d

conservative

era.

communicating

range of rural effect

thinking

pre-independence

of e n g a gi ng

of

education nature

and

prevailing.

yet not reached

the

of

continents.

social

of

Ordssa

attitudes

Orissa,

like

commonly

The

Before in

is

conditions.

immotions cold

It

Eu^ian

an d

degree

o b s t r u c t i o n s of the devt. of physical:"

education a

Orissa.

th e

of Though

physical ideas

in p h y s i c a l

of

great

education

remains

have

Still

exists

conservatives extent, have

within,

activities.

areas.

education

t he to

agencies

t he

to

just in

impact

fatched,

not

the

loss

still time

The. t w e n t i e t h first

century

inaguration. of

century

is

Maximum

physical

of

authorities

is

(Instruments

problems

haunt

Problem another

motives.

Initiations

physical

education

Down

fall

are

and

against

the

of progr es s

sponsoring problems refresher Dol l

for p a r t i c i p a t i n g

in

felt.

and

from

map

of

progress.

impositive

impact

pressure

groups

influencial

geographical

its

Narrowness

the

ethics, out

Hooligans

path

personnels

for

activities

twentyof

Technical

students

chalked

of

bar

well,

t he

moral

th e

institutions,

Technical

of

the

thresh-hold

Orissa.

barrier

of

influences

{politicians.

in

perceived

is

create

the

education

course)

occupation

knocking

education

inhabitants

of

is o u t g o i n g a n d

of

persons),

institution,

upliftment

of

th e

is

such

a nd which

physical

education,

In, explains

Orissa a

variety

University

level,

Schools,

school

is

no

&

private

uniformity which

nature

man

hankering

feathers

colleges.

facilities, the

of

system

autonomous

leading

private there

educational

creates

behaves

f or p o w e r

of

of

a

wing

bodies,

by

Govt.

school/colleges The

point

salary, problem

like

crab

accumulation

of

in

Colleges/

focus

the the

it

nature.

and

gradation in

that,

other

is

that,

and

other

progress. society

gives a blow against.

By an d

It

is

relatively rural

in

nature,

Townships

should

all,

th e

extent.

The

it

has

but,

not

of O ri s s a

education

in

detach

it

from

Govt.

side

of

Orissa, the

educational

extent.

In

sight.

in s u c h

s t a t e of

to

and

age will

t he

first

unnecessary

& influencial

achieved

a

great

inabilities

reign over

th e

India,

for

(Politicians

well

of

inequalified

in

th e

great

education

than a golden

remedies

a

is o u t

physical

as a w h o l e

on

to

have harvested of

out

successfully

rampants

inferiorities,

be wip ed

(Hooligans

we

fruit

Talking

side

that

areas what actually

Above

s o il

true

promotion &

formost

pressures,

involvement) persons)

institution

a nd

of physical duty

both

and

be

to

from

local

narrowness

should

is

the side

f r o m the

evaluated. The

moral

teaching

pupils

so,

physical should

that

be

a

of

a

Inspite

of

activities

Further, bring

bring

justified

good this

of

scopes

should

education or,

better

future

scenes

result

technical

bright

should

course

physical

for e n s u r i n g

value

will

Sufficient

Motivational

most

it

prescribed

enrichment

to

ethical

education.

curriculum.

them

and

in

provocating

taught

morning

physical

studies be

in

the

the

education

educational for

th e

institutions. be

in p h y s i c a l

imparted

to

education.

should

the physical

to the

fo r

raised

should

facilities for

be

be

provided

education.

inequalities

for

The the

upliftment Director scene

is of

of

it

Sports.

the

Further,

should

in

term a

n o t be

Because

it

relating

G o vt ,

level,

in

p e r s on n el sshould

a nd

to

out

th e

to

physical

set

for the

th e

narrow

a separate

technical

plans

toe

is

to

t he

chalk

a

wing

up

hands the

t rue

education. choosen

to

of

t hi nk ,

promotion

of

from to

do

physical

education. The the

most

raised

and

amount

Government

planned. and

that

be it

should

will

besupplied

mask

f r o m t he

th e

top,

over

to

in r e s p e c t

to

satisfied

for

least

better

dignitory

this

sanctioned

education.

at

height low

personnels,

addition

salary

technical

very

command

th e

institutions

regulated

to

their a

be

and

judged side)

height

sufficient

so

scopes

y ou t h s . in

it

is t h e

of educational educational of

students,

l ow a n d This

identical

institutions

qualification. their

is

status prime

interest

to The

qualification,

though

deem-Interest

greater

to

moderate

And

problem

services.

sports

(Instrument

the

c ro p.

and

are

prepared

is

problem

in-respect

is v e r y

their

the

policies

for a t t r a c t i n g

lower

with

technical

In

ripe

most

of

practically

The

in

the d e v e l o p m e n t of games

fulfilled

The

no

f or

points

allotment

Whether

evaluated.

should

h as

steering

having

felt

d ep th .

because

of

they m a i n t a i n

to

object

be

of

the

should

physical

The riped

a

physical

good

havocked

results,

inwardly

dynamism

&

constant.

The

secure

t he

passing

a

Policies

diversity

there

come,

will

are

are

in-effectiveness

extent.

In

no

going

on

this

planners man

is

century.

Benevolent

of

better

year

things

The

first

justifiably

The

c o m p l e c i x i t i e s . In

unity.

think

h as

th e

changing.

twenty

numerous is

to

it

advantataurism,

incomming

who

great

experiments

through

though

relatively

to

space

most.

enter

education

the

personnels

physical

of

remain think

to

going

to

age

is

m i d s t of turn will

education.

Later

is to be s e e n b e t t e r .

PRESENT STATUS OF

PHYSICAL EDUCATION

Participation education culture.

in

in

general

Physical

is

by t h e m e d i a

than

pa st .

separable total doing

human

educational physical

and

sports

education

l i fe

process. activities

and

Little

an

or

every

birth

activities in

games

individual imotional

is

indulging

with

for t h e d e v e l o p m e n t o f a nd to

sports develop

aspects

of

an

and t he

today's

extent at present sports integral

less

are part

some h ow we

in­ of a re

day.

Even after

in

physical

are. p r o m i n e n t l y

and

are

:

and

elements

to a far g re at er

Physical

from

activities

important

education

displayed in

physical

IN O R I S S A

the child

some t he

physical physical,

individual.

type body.

immediately of

physical

Participation

activities mental,

help

social

an a nd

108

The

State

sports

scene

states.

The

provides

Ori ss a of

for g r o o m i n g

of

education CARP

physical major

public

physical in

is

a nd

s t a te .

facilities

The

Physical

due

a nd

a

the

grass

root

are

not

giving

standard school.

way

Hence

The

if

we

th e

primary

state

to

subject

and

a

is

EDnCATTON

at

will

n e ed

the

degree

person TEACHER

fact

primary

^th

of

and

and

physical l e vel

who

is

as

a

no

time have

at also

in

a

better

way.

education

from

an

none

primary

M.E.

middle

subject

in

we

are

his

school

from

that

There

learn

of

AT

are coming

Primary

t he

getting

teachers.

psychologists

teach

child

t he

spent and

not

regretted

to

funds, physical

subject

system.

prime

key

a

P.K.T's

will

are

of

status

of

fo r

athletes

of

system

lack

personnels

it

child

the

fell

PHYSTCAI.

are

per

by th e

remarkable

curriculum

of

as

status

The

a

th e

physical

to n e g l i g e n c e

causes

educationists

method,

we

Orissa,

achieved

attention

and

make

the

education

l ev el .

admittedthat, play

much

funds

The

an d

fact,

in

number

le ve l,

Orissa

equipments

above

authorities.

other

in

activities.

to

due

t he

other

system

panic

not

large

and

in

to

educational

education

physical

facilities,

the

scale at par with other

Resides,

school

of

pleased

suitable

education.

education

and physical

the

very

figure

facilities

Rut

has

an d

status

of

higher

education

our

in

report.

education

school

been

compulsory

sorry

incomparision

importance

have

committee

very

in s p o r t s

the

India

of

amount

talents

a

country

system

l e ss

Realising Govt.

our

basic

very

cuts

examinable

other

an d

M . E.

than

a

Level

be

teachers

is

appointed. Tf raised

t he

to

a

status

of

Physical

Education

respectable

position

a nd

unemployed

physical

appointment

at

education

Primary

investigator

sure

that

achievements

in g a m e s

an d

they an d

will

sports.

a

large

teacher

M.E. work

L e v el , hard

to

number will then

of ge t the

get m a x i m u m

2.5

SECONDARY

Today province far

low; al l

Orissa

in

away

elementary

EDDCATION

is

Indian

Union.

Most

from

the

target

of

education,

levels of

extensively

education

rely

and on

a nd

reports

educational reports

special p l a ns ,

The major gap

the

and

of

t he

well

achievement.

The

gaps

the

universalisation

of

levels levels

aid.

is

There the

poor,

by m a s s i v e poor

the

state

very

and

need

to

to changi ng

environment.

documents,

a ct s,

intended

in

a

manifestos,

and

committees, circulars

an d

agencies.

now

policies explained

economic,

found

as

orders,

international

be

are

such

commissions

f actors-social, political,

also

is v e r y

are

statements

can

are

economics

in

backward are

problem of education

between

most

districts

a t all

policies

education

of national

the

also characterised

policy

official

of

are

political

Educational of

literacy

external

educational

socio-economic

variety

t he

of e d u c a t i o n

under-investment;

the

educationally

the

the q u a l i t y

adjust

IN O R I S S A ;

is w i d e n i n g and by

the

the poor

variety

administrative,

of and

attitudinal. The not

match,

literacy or

policy

proposals

charging

programmes

secondary

and

and

financial

relative

have affected

higher

education.

allocations

priorities educational

l i ke

do

mass

development

i L V.»

SECONDARY

EDDCATION

During Secondary

(UP T O

British

Education

rule

was

ends

in v i e w . T h e r e w e r e

and

reformers

science

and

who

political There

administrators

who

to

carry

British

greater

ashes

and

a b o u t an

Indian

number

of

th e

according

country

macaulay's minute

spread ‘ of

Schools jobs,

were

This

english

becajne a p a s s p o r t pupils

schools

ones.

western

class who

the

pre-independence

education

fe w a n d

flocked

to

e s t a b l i s h e d on

was

the

condition

in O r i s s a

attempts

were Though,

the

though quick,

number

acquiring made

for

through

schools at

The

period

of

growth

it w a s

secondary

of

n o t at

schools

were

scattered.

After

college

these

with

an educat e d

famous

on

Government

satisfactory.

training

the

English

indigenous

th e

secondary

s t a t e.

of

different

educationists

large

to c r e a t e

of

India.

In

very

into

of

also

laid

As

institutions

throughout

a ll

was

bring

system

two

contact

will

were

with

of Br it i sh

that

thought

Following

I nd ia.

entering

these t he

in

a number

sought

emphasis

present

established

administration

i de as.

education f or

out

the

thought

renaissance.

would

1936)

at

Cuttack,

separate all-round the

the

provision

of

opening of

in

development

recognition

Cuttack, the

identify

of

first of

vocational

1936, the

grade

training subjects

in

the

curriculum,

strengthening quality t he

of

of

inspecting

secondary

position

satisfactory seen

emphasis

of

education was secondary

following

No.

of High

education

10

District

6

District

29

from can

be

1936-37

Governmnet

8

8

3

SECONDARY

of

Education

EDUCATION BETWEEN

The

sorry

state

continued

till

The

Utkal

University

th e

rapid

progress

education

in

1943,

t he

rushed

encouraged and m or e

Board

Aided

SOURCE: Development

pupils

far

No. o f M.E . Schools

Government

Un-Aided

then

was

IN O R I S S A ,

No. o f H i g h e r E l e m e n t a r y a nd M .E . S c h o o l s .

18

or

still

point of v i e w w h i c h

5

Aided

improvement

percaptible

Government Board

a nd

2:1

EDUCATION

Schools

t he

education

ta bl e.

TABLE SECONDARY

physical

s t a ff ,

from quantitative

from the

GROWTH OF

on

when

1 93 6

Orissa

provided

of

to

and

had

her own

made

impetous

easily

agencies

th e l e n g t h a n d

education

university.

facilities

secondary

Government

throughout

secondary

necessary

As

were

different

in

the

secondary.

19.6.37.

& 194 7

affairs

University

private

schools

of

in O r i s s a ,

for h i g h e r available,

schools. to

for

This

start more

breadth

of

the

state. th e

So

t he

secondary

it's

first

need

of

following

schools

was

matriculation

following

table

shows

education

within

three

Utkal

felt.

a common The

syllabus

university

examination

t he

rapid

years

of

in

progress

the

in a ll

conducted 1944.

of

The

secondary

e s t a b l i s h m e n t o f the

university.

TABLE

PROGRESS OF

SECNDARY

(1942-43

1946-47).

to

2:2

EDUCATION

IN O R I S S A .

Institution

Year

Year

2

3

1942-43

1946-47

1

No.

of High

No.

of M i d d l e

Schools.

No.

of

Pupils

in H i g h

Schools

13,145

19,705

No.

of Pupils

in M.E.

Schools

24,784

28,581

SOURCE

Schools

: Progress

of

Educatioh

52

89

228

273

in O r i s s a ,

1942-43

&

1946-47. The

Secondary

the

primary

the

pre-independence

education

our ed uc at i on al t he then

expansion

Stage

or

and

But

secondary

Education

the

period,

system.

that of primary

or

is

university

it w a s

the

a link

between

education.

weakest

stage

in th e p o s t - i n d e p e n d e n c e education

education.

has

been

In in

era,

f ar g r e a t e r

The and

secondary

Higher

education

Secondary

comprises

Schools

in

of

H ig h

O rissa.

The

Schools Board

of

Se c o n d a ry E d u c a t i o n p r e p a r e s t h e c u r r i c u l u m and c o n d u c t s exam ination

f o r t h e H ig h S c h o o l s .

ad m in istra tiv e ly

separated

placed

control

under

Education. only

the

At

the

embrage

Government the

am bit

s tip u la tio n

of

council

un iv e rsity of

and

is is

Highe^- Sec on da ry

independence,

education rather

is

of

It

is

O rissa

the

at

least

aimed

at

expansion

frequent

and

ad m in istra tio n

and

in

long

perhaps

have

secondary

c o n so lid atio n

than

are

of

opening

Grampanchayat.

etc.

of

the

(+2 S t a g e )

state

had

106 High S c h o o l s . The

lik e

from of

wake

The l a t e r

the

one High in

in

w ith

School

respect

of

q u a n tita tiv e

work

method the

the

i n each

im pr ov em en t features

and to

fie ld

to

secondary

D istin c tiv e

c e a se

only

responsive

decided

education

number.

la stin g

now

strikes, make

of

the

secondary

education . The national

school grading

tra d itio n a l

set

co n stitu tin g Department

of

d irecto rates T ea c h e rs

a

education pattern

supervision,

and

has

5+3+2 +2.

But

of

S+2+3+2

part

of

the and

Elementary

Education,

production

of

O rissa

up

school

or

in

Mass

m onitoring

and

has

education. w ith

A dult

Education responsible

the the

class- V III

Education

Education,

is

it

the

secondary

Se c o n d a ry

m arketing

w ith

adopted

fiv e

Education,

and for

co- ordination

The

Text-book o v erall or

a ll

ii4

programmes

in

the

school

and

secondary

education comprises

Secondary

Schools.

prepares High

the

*!rhe

The

and

later

separated

from

academic

control

or

Board

curriculum

School.

mass

High of

(+2

t he

sector.

Schools

and

Secondary

conducts

is

and

council

The

Higher

Education

examination

St ag e)

the u n i v er s it y or

education

f o r the

administratively

is

placed

or

Higher

under

t he

Secondary

Educat i o n .

In High

the

wake

Schools.

tributory

of

But

state

independence

due

t he

to

number

increased

considerably.

years

there were

of

plan

72/ 456

total of

pupils

increased high

schools

catering

with

the an

409 G o v e r n m e n t

High

High

During

Schools were

vocational schools

31

improvement

or

\

\

secondary and

Besides, new

end

of

6th

3360 w it h number plan

has

high

schools was

1990-91 science

new

extended and

teaching,

and

4487

students

were

out of which

Government High

created

During

other

1991-92 high

High

Schools

the

vocationalised.

89 0

the

considerably

Private

to

five

non-government

in s c h o o l s . were

plan

(1 98 0 -9 0)

4078 w h e r e

three

1st

an e n r o l l m e n t

education

three

students

an e n r o l l m e n t

inspectorates were

teaching

education during

7th

1990-91,

Three

s up e r v i s i o n of period

of

Schools

opened.

taken over.

better plan

were

the

106

speaking

as of

schools with

this

of

as w e l l

beginning

by

had only

Oriya

e n r o l l m e n t of 7,70,007

to t h e n e e d s

Schools.

the

But

end

of

schools

At

whereas

State

merger

schools were

students towards

of

184 h i g h

only.

number of high

390,000

the

the

for 7th The

150

high

session.

For

schools

have

115

been

provided

report

made

Orissa,

it

by

imparting

of

1990-91.

During

progress

of

in

enrollment The

ratio

upto

and

Table secondary growth,

of

2:3,

student

respectively.

in

in

the

the

2:5

Orissa

enrollment

1.3%

an d

although

the

of

in m a t t e r

1:20.

set up or

number

reflects

and

the number

3.64

1 : 20 a t t h e

t he en d

The

last y ea r of

has

institutions,

by

of

constant

1993-94

are engaged

and

year,

review

Education,

state

increase

from the

in

the

schools

previous

y ea r,

r a t i o was

education

high

remain

and

per

Elementary

a nd

percent

2: 4

As

t he e n r o l l m e n t

education

the

15.48

tea c he r pupil

4487

the

has

number

or

education

over

secondary

( 19 89 - 90 )

percent

that

registered

respectively pupil

b o o ks .

Director

1990-91,

have

teacher

plan

the

secondary

teachers

0.10%

science

is r e v e a l e d

in

of

with

of

number

9.67

percent of

en d o f

the

7 th

in

teachers. t h e p lan.

progress

or

institutional of

teachers

TABE

2:3

G R O W T H OF N U M B E R OF HIG H SCHOOLS IN O R I S S A

YEAR

HIGH SCHOOLS

P E R C ENTAGE .. OF GROWTH

1947-48

106

00.00

1950-51

172

62.26

1957-58

278

61.63

1965-66

1030

270.50

1973-74

1 97 4

1978-79

2167

9.78

1980-81

2 44 3

12.74

1984-85

3 36 0

37 . 5 3

1986-87

395 5

1 7. 71

1988-89

423 9

7 .1 8

1990-91

4487

5 ,85

1991-92

449 0

0.0 6

1993-94

492 1

9.6 0

1994-95

523 1

6.30

1995-'96

580 8

11.03

1996-97

598 5

_

SOURCE

: Directorate Bhubaneswar.

of

■

Elementary

91.65

Education,

Orissa,

117

TABLE

G R O W T H OF

ENROLLMENT

2:4

IN H I G H

SCHOOLS

IN O R I S S A (in lacs)

Year

Boys

Girls

1947-48

00.14

00.01

00.15

1950-51

00.15

0 0 .0 1

0 0.1 6

1957-58

00.63

00.09

00.72

1965-66

00.90

00.11

01 . 0 1

1973-74

01.57

00 .3 7

01.94

1978-79

01.95

00.68

02.63

1980-81

02.32

00.88

02.20

1984-85

02.73

0 1. 16

03.89

1986-87

02 . 7 6

0 1. 32

04.08

1988-89

05.12

02.54

07 .6 6

1989-90

05.14

02.55

07.69

1990-91

05.15

02.57

07.72

1991-92

05.17

02.61

07.78

1992-93

05.18

02.75

07.98

1993-94

05.18

02.75

07.98

1994-95

05.20

02.95

0 8. 15

1995-96

05.21

02.01

0 8. 23

SOURCE

: Directorate Bhubaneswar,

of

Elementary

Total

Education,

Orissa,

TABLE

2:5

GROW T H OF N U M B E R OF T E A C H E R S

IN HIGH S C H O O L S IN O R ISSA

Y e a r

S 1.N o .

1.

In

t he w a k e

2.

At

t he

year At

3.

beginning

of

1st

N.A.

F i ve N.-A.

th e e n d

At

Independence

p la n.

Plan 4.

of

N u m b e r of Teache rs

of

6th Five Year

( 19 8 4- 85 ) .

t he

plan

end

of

33,485 7 th

Five

year

( 1 9 8 9- 9 0) .

38,365

5.

At

the

e nd o f

1990-91.

38,425

6.

At

th e e n d o f

\ 0. 199^-93.

40,242

7.

At

the e n d o f

1992-93.

44,289

8.

At

th e e n d o f

1993-94.

44,425

9.

At

th e e n d

of

1994-95.

45,785

10.

At

the

of

1995-96.

47,069

e nd

SOU R C E ; Directorate

of

Elementary

Education,

Orissa,

Bhubaneswar. From majority

of

percentage 1*^93-94 table

quantitative

students of

was

3:6.

Education rather

t he

success

31.90 What

is

are

to is

becoming

during

46.84 aimed

consolidation

t h a n .e xp an s io n

point

th e

which at and

in nu mb er .

in

of

view

as

the

unsuccessful,

th e

period

1988-89

9 reflected respect

quantitative

of

clearly

to in

Secondary improvement

TABLE

RESULT OF HIGH SCHOOLS S E S S I O N IN O R I S S A

FOR

1988-89 TO

Appeared (No.)

Year

S. HO.

2:6

1993-94

P e r c e n t a g e of Success

Passed (No.)

1.

1988-89

1,38,192

64,549

46.71

2.

1989-90

3,04,974

97,370

31.93

3.

1990-91

3,65,941

1,52,831

41.76

4.

1991-92

3,84,657

1,73,130

45.01

5.

1992-93

3,99,037

1,73,570

43.50

1993-94

2,93,784

1,37,578

46 .84

6.

*

*

Annual

Examination

S O U R C E ; Board The

the

stipulation

of

Secondary

Hovernment

embarge

each

of

only.

ambit of

Education,

of

Orissahave

of

opening

coming

Schools years

Government extending High

to

in

atleast

have the

also scope

Schools

a

courses

view

to

of

to

meet

formulated of

decided

to

with

th e

own

High

process

of

will the

1994-95.

secondary

cover

and The

education

skill 500

a nd High

School

in

upgradation

continue

growing

specific

recognition

providing

envisages

th e

Schools

to

from

vocationalisation with

High

order

now

Cuttack.

Secondary Education

H r a m p a n c h a y a t . Besides, UGME

Orissa,

in

t he

need.

The

guidelines

for

grant-in-aid scheme started

profession Schools

in

to of

1 9 88

oriented per

annum

during of

the 8th p e r io d .

science

education

prom oting

aimed

in

con so lidation

and

expansion

H ig h

can

respect

of

the

and

and

Government

Schools

The Non-Govt.

High

that

are

as

w ell

the

are

Rut

the

grant- in- aid

from

the

ago,

Schools

the

schools"

Government But

in

High

the

is than

State of

as

are

managed

aided

The

from

Non-

by

the

managements.

high

p rivate

grant- in- aid

the

c la s s ifie d

schools.

by t h e

com pletely

P riv ate

again

the

Schools,

G ovt.,

and

by t h e

H ig h

are

State

in to

two

schools

and

non-govt,

high

management

and

the

go v e rn m e n t

in

t h a t o f t h e non -g ov e rn m e n t c o l l e g e s o f ter m s the

and

conditions

Government

is

go v e rn m e n t

of

order Schools

unfo rtunately

to bridge and the

the

of

receiving

somehow d i f f e r e n t R ecently,

O rissa

non -g ov e rn m e n t h i g h s c h o o l s e x i s t i n g

School.

that

rather

in

Non-Govt.

c a se o f non -g ov e rn m en t h i g h s c h o o l s .

over

also

two c a t e g o r i e s . t h a t i s

non-govt,

e stab lishe d

receives

bound

co ntro lled

Schools

of

phased manner l i k e

months

for

education

im p ro ve m e n t

by t h e

non-govt, non-aided h ig h

O rissa.

as

g eneratio n,

secondary

H ig h

managed

State

lik e

into

Gov ern me nt

Hig h

norm ally

coverage

te m pe r

yo u n g e r

t h a t are

Schools

Govt.

schools

and

q u a n tita tiv e

Schools

High

co ntro lled

the

the

be c l a s s i f i e d

Go vernment

heads

in

adequate

im provem ent

i n number.

The

w hile

received

a ttitu d e

aw ar e ne s s

at

O rissa

has

sc ie n tific

environm ental is

F u r t h e r t h e scheme f o r

has

j u s t a few

declared

upto 7 .6 .9 4 the

gap

of

the

as " t a k e

between

Non-Government

teachers

in

these

the High

taken

over cadre

High is

Schools not

affiliated These t he

yet

to

schools same

are

f ix ed .

t he

discharge

and

of

lot

of

problems

all

Secondary

the

High

the

by

the

their

Schools

for

are

Orissa.

as o t h e r s ,

students

controlled

as

Education,

same duties

prepare

are

a

Obviously,

Board

course,

examination

facing

follow

t he

same

s a me

Government

officials .

The selected

teachers by

t he

that

are

also

enjoyed

a

i)

the

of

the

G o v e r n m e n t school

both

th e

categories

degree.

The

are

benefits

teachers

of

difference

are

T hu s ,

the

teachers

is

among

these

:

teachers

of

by

t he

by

with

Indian

teachers

Government High

th e

terminated

accordance of

Most

Schools

Non-Government Teachers.

of

appointed be

Non-Covernment B oa rd.

t he

between

are

The

by

by

question

teachers

th e

Selection

enjoyed

difference only

of

Director him

the

only

an d or

of

their

the

On

of

by

Private

governed

by

the

the o t h e r

Management

provisions

officers

Article

Non-Government

appointed

a nd

ar e

services

superior

requirements

Constitution.

Schools

can in

3 1 1 (i)

h a nd ,

the

schools

are

are g uided

and

of

Orissa

in

these

Education

A c t , 1*^6*^. ii)

Thetransfer

of

categories

of

respective iiv)

Both

the

the

teachers

schools

groups

of

The

categories

teachers

and a p po in te d

of

confined

to

their

schools. of

g^t r e t i r e m e n t b e n e fi ts iv)

are

different

these

teachers

are

entitled

but at d i f f e r e n t two

categories

to

r at es ,

are

by t w o d i f f e r e n t a u t h o r i t i e s .

selected

122

OVKRVIEW The r e s e a r c h e r has g i v e n i m p o r t a n t i n f o r m a t i o n fourteen and

committee

given

they

necessary

m ention

introduced

as

a

they

yet.

the

is

fr om

ea ch

a ll

education

subje ct

w ell

th is

that

in

a ll

1986

should

be

schools,

It

committee

th is

1937 t o

and e v e r y r e p o r t ,

n o t im p le m e n te d y e t .

So why

know v e r y

In

p hy sical

compulsory

it

reports

q u o tatio n .

that

unfo rtunate ly paper,

commission

from

is

but

i n pen and

recommended

re c o m m e n d a t io n w i l l

when

n o t be

i m p le m e n te d p r o p e r l y . Tn t h e y e a r 19 Sf t, th e arranged

two s e m i n a r s

for p hy sical was

for

second of

on p h y s i c a l

Inspectors

sem inar's

major

grounds

primary sch ools

for

and

no

play

there

is

schools

education.

re c o m m e n d a t io n high

(5 A c r e s ,

gr ou n d

no

schools,

and

primary

T ill

and a n o t h e r one D irecto rs.

was

the

m iddle

m iddle

and

gymnasium schools.

now,

schools

primary high

is

s till

The

provision and

and i n d o o r

in O rissa,

in

It

Education One s e m i n a r

3 A cr es and 1 A c r e s )

for

indoor

of

U niversity

gymnasium f o r s c h o o l c h i l d r e n . is

M inister

education c o lle g e p r in c ip a ls

state

play

U n io n

there

schools

schools,

and

m iddle

a dream f o r t h e

students o f O rissa. As

per

recommended

that,

recognised O rissa,

N ational

only

those

Policy

the

if

new

play

members

of

background,

track in g

the re q u ire m e n t.

a

m atter

been c a r r i e d The

out in

The

should

are

th is

be

1986,

it

who

was

e stab lish e d /

av ailab le .

schools

But

have

side

o f a playground

re c o m m e n d a t io n

in

strong

re co g n isatio n

A v a ila b ility So

has

is not

the s t a t e o f O r is s a . fe e ls’

recommended

im plem ented.

may

got

them.

researcher

commission go v e rn m e n t

for

education

school

grounds

p o litic a l not

of

state

such

that a

i m p l e m e n t re c o m m e n d a t io n s

th in g,

go ve rn m e nt

w o r k o u t methods

if

the it

and a l s o

and p r o v i d e

i n p h a se s i f

c o m m i t te e has the

to

central

fin an ce

necessary.

be to

R E F E R E N C E

Bapat,

V .D ., in

P h y s ic a l Education i n E d u c a t i o n Refor m

D e lhi,

Kamalesh

&

in

In d ia:

In d ia,

Studies

V o l.(T ill,

New

p p . 231-191,

S an g ral,

P hysical

1987,

P rin cip le s

Education,

Prakash

and

H istory

Brothers,

of

Ludiana,

p p . 133-137.

Samal,

J.K .,

1984,

H istory

of

Education

in

O rissa,

C a l c u t t a , p p .8 5-86.

Govt.

of

In d ia ,

M inistry

1980,

‘ N ational

Human

of

Sports

Resource

Po licy,

D evelopm e nt,

New D e l h i .

G ovt,

o^

In d ia ,

Programme

1986, of

N ational

A ction

1991,

Re s o u rc e D e v e l o p m e n t ,

Govt.

o f O rissa,

(1988-89),

1990,

on

Education:

M in is try

of

Human

New D e l h i .

E ducational

D ire c to ra te

Bhubaneswar•

P olicy

of

E lem entary

in

O rissa

F d u c a tio n f