(Vide
Page 430)
1.
Slaughter-House
Bye-Laws
4.
Weights
and Measures Bye-Laws
5.
Business
Bye-Laws
6.
Marriage
Bye-Laws
7.
Milk and
Butter Bye-Laws
8.
Kite-Flying
Bye-Laws
9.
Bye-Laws
for the Registration of Nurses
10. Bye-Laws for the Control of Vehicles
11. Octroi Barrier Bye-Laws
12. Bye-Laws regarding the Removal of
Night-soil
13. Sweeper Bye-Laws
14. Swine Bye-Laws
15. Death and Birth Bye-Laws
16. Betel Bye-Laws
17. Bye-Laws for the Sale of Ice
18. Bye-Laws under section 121 of the
Punjab Municipal Act, 1911
19. Bye-Laws regarding the Appointment
of Agents
20. Bye-Laws for the sale of Kerosene
21. Bye-Laws for the Control of
Rickshaws
22. Hackney-carriage Bye-Laws
23.
Municipal
Employees’ Conduct and Service Bye-Laws
APPENDIX V
List of Bye–laws framed by the
Municipal Committee, Majitha
1.
Building
Bye-laws
2.
Hand-cart
Bye-laws
3.
Birth
and Death Bye-laws
4.
Bill
Poster Advertisement, Placard and Notice Bye-laws
5.
Agent
Bye-laws
6.
Sale
of Ice and Aerated –water Bye-laws
7.
Country-cart
Bye-laws
8.
Slaughter-House
Fee Bye-laws
9.
Cooked-Food
Bye-laws
10.
Offensive
and Dangerous Bye-laws
11.
Meat
Bye-laws
12.
Cycle
Bye-laws
13.
Stable
Bye-laws
APPENDIX VI
List of Byelaws framed by the Municipal
Committee, Chheharta
1.
Birth
and Death Bye-laws
2.
Building
Bye-laws
3.
Sweeper
Service Rules
4.
Business
Bye-laws
5.
Dog
Bye-laws
CHAPTER XV
|
(b) |
|
|
© |
|
|
(d) |
|
|
(e) |
|
|
(f) |
|
|
(g) |
|
|
(h) |
|
|
(i) |
Adult Literancy, Social Education and Measures for the Diffusion of Culture among the Masses |
|
(j) |
|
|
(k) |
(a)
Historical
Background
There is no ancient or medieval center
of learning in the district. Some education was imparted through gurudwaras
or mandirs, and this education was only of religious type. The primary
object of education in the olden days appears to have been the religious
initiation of the pupil. The teacher had to teach the pupil as to how to
perform the religious duties in the prescribed manner. This teaching, however,
included some general knowledge, grammar, mathematics and mythology. This
system of education appears to have been followed all through the Middle Ages.
Under the Mughals, an attempt was
made to follow a systematic educational policy in order to promote learning
among the masses. The personal and religious character of education in any case
was maintained throughout this period. Individual teaching was practiced,
especially among the higher classes and the nobility. Education was looked upon
as a personal or a family process. The teacher had to live with his pupils,
talking and listening to them, observing them or being observed by them. Since
the earning of livelihood had not yet become the principal aim of education,
this less business-like but certainly more scientific attitude was consistently
followed.
In Ranjit Singh’s time, there were
some well-known schools maintained by state endowment. In Amritsar, for
instance, there was Bhai Juna Singh’s school, a fairly large one, where both
the Adi-Granth and the Dasam Granth and Gur Bilas and
other religious books, along with arithmetic, Vyakaran and Puranas,
were taught. Meals were served to the students by the school and no fees were
charged. Similarly, there was Bhai Lakhan Singh’s school, which the teacher
held in his own house teaching religious books. Bhai Ram Singh, widely known
for his learning, had a flourishing school to which students from distant parts
of the country came to take lessons in the higher departments of learning such
as the scriptures, vyakaran, kavya, Alankar, pingal, literature history,
niti, arithmetic and astronomy.
The first Punjab Administration Report of 1849-50, which was prepared after the Punjab became a province in 1849, throws valuable light on the kind of the educational system, then in vogue in the Punjab. The pattern of education in the Punjab had its parallels in many parts of the country, though there were local variations. The indigenous schools were of the following five types:
1.
Pathshalas in which writing and the rudiments
of Arithmetic were taught in Hindi.
2.
Maktabs
in which the Koran
was taught in Arabic, along with Gulistan and Bostan, the
didactic and poetical works of Sadi in Persian.
3.
Schools
in which Gurmukhi was taught, together with study of the Adi-Granth,
the repository of the Sikh faith.
4.
Mahajani
schools in which various tachygraphic forms of Lande and Sarafi were
taught, in addition to the multiplication tables (Pahare). In
particular, these schools were popular with the business community for their
special emphasis on accounts.
5.
Miscellaneous
schools in which different languages, e.g., Sanskrit and Persian, were taught.
The mode in which teachers were
remunerated varied from donations on festivals to offerings of grain or grants
of land.
Amritsar remained for long the chief
seat of Sikh learning. Education owed much to the system of rent-free grants
and endowments made under the Sikh Government. Dr. G. W. Leitner, at one time
the Principal, Government College, Lahore, who worked for the foundation of the
Punjab University, at Lahore, produced a book entitled, History of
Indigenous Education in the Punjab since Annexation and in 1882. This book
describes especially the number of educational institutions existing at that
time in the Amritsar city. It suggests that, besides the Golden Temple and Bungahs
attached to it, there were an out 300 schools in the city where Gurmukhi was
taught, and rhetoric studied. The number of Gurmukhi schools, however, was
showing a downward trend.
Dr. Leitner was an ardent
protagonist of the traditional system of education in the Punjab. He has paid a
glowing tribute to the popular attitude towards education in the pre-British
Punjab in these words:
“Respect for learning has always
been the redeeming feature of ‘the
East’. To this the Punjab has formed no exception. Torn by invasion and civil
war, it ever preserved and added to educational endowments. The most
unscrupulous chief, the avaricious moneylender, and even the free-booter, vied
with the small landowner in making peace with his conscience by founding
schools and rewarding the learned. There was not a mosque, a temple a dharamshala
that had not a school attached to it, to which the youth flocked chiefly for
religious education. There were few wealthy men who did not entertain a Maulvi,
Pandit or Guru to teach their sons, and along with them the sons of friends and
dependents. There were also the secular schools, frequented alike by
Mohammadans, Hindus and Sikhs, in which Persian or Lande were taught. There
were hundreds of learned men who gratuitously taught their co-religionists, and
sometimes all comers, for the sake of god, ‘lillah’. There was not a single
villager who did not take pride in devoting a portion of his product to a
respected teacher. In respectable Mohammedan families husbands taught their
wives and these their children: nor did the Sikhs prove in that respect to be
unworthy of their appellation of ‘learners and disciples’²”.
According to Leitner, mainly Pandit
Achint Ram and others who taught Sanskrit, Grammar, Poetry and logic to 75
pupils and later on prepared students for the Pragya and Visharad examinations of
the Panjab University, conducted the largest Pathshala in Amritsar. The largest
maktab in the city was attached to the mosque of Sheikh Khair-ud-Din in
the hall bazaar in which 200 pupils were taught the Koran, Persian and
various branches of Arabic learning. The salary of a Maulvi varied from
Rs.4 to Rs.21per mensem. The largest of Gurmukhi schools was attached to the
Akal Bungah where Bhai Atma Singh taught the Adi-Granth in Gurmukhi to
about 100 to 150 students. In many localities like Katra Bhangian, Katra
Ahluwalia, Katra Khazana, Katra Karam
Singh and Karmo Deohri, Kama their existed small Persian, Arabic and Urdu
schools, where their students numbered between 2 and 18 in a schools and the
income of the teacher ranged from Rs.3 to Rs.40. In a higher Arabic, Persian
and Urdu school, students numbered between 4 and 60, and the subjects taught
were Medicine, Grammar, Logic, Rhetoric, Arabic, and Persian etc. In the
Mahajani schools the number of students ranged from 12 to 80 in each school.
The Sanskrit schools were scattered allover the city and the standard of
teaching in them was quite satisfactory. The number of student in these schools
was between 4 and 75 and the income of a teacher ranged from Rs7 to 80. By
October 30, 1882, there were in the Amritsar city 132 Maktabs and Madrassas
with 1,795 pupils; 65 Pathshalas, with 1,074 pupils; 63 Gurmukhi
schools with 1,193 pupils; and 24 Mahajani schools, with 798 pupils.
Thus the total number of indigenous schools in the Amritsar city was 284, with
4,860 pupils.
The most distinguish men of learning
in the Amritsar city at that time were Ganga Ram, Kirpa Ram, Pir Baksh,
Aziz-ud-Din, Mohmmad Rukn-ud-Din, Akbar Shah, Mohmmad Fazil Karim, etc. the
most distinguish Gurumukhi scholars and Authors were Bhai Hazara Singh and Bhai
Kishan Singh. The well-known Sanskrit Scholars were Pandit Tulsi Ram, Pandit
Balmukand and Pandit Baij Nath.
It must be mentioned that the indigenous education was deficient in critical
and scientific ideas. Students were mostly made to learn and possibly to admire
the virtues of their traditional religions. Learning at that time by rote and
some children showed marvelous powers of memory by reproducing many columns of
Arithmetical figures, which amazed the spectators. Discipline in the schools
was somewhat strict. In larger schools, the teachers were permanent, but there
were also itinerant teachers who follow the local demand.
²G.W.
Lietner, History of Indigenous Education in the Punjab since Annexation and in
1882, p.1
The beginning of western education
in the real sense can be traced back to the opening of the Mission schools in
1880. The Christians started their mission to spread education among the
masses. The main interest of the mission was to inculcate in the minds of the
people the love for Christianity; hence this education was mainly religious and
in no way secular. But it was the missionary activity, which yielded the
fruitful results in the field of female education in the District. The Church
Missions Society established missions and posted chaplains who founded the
Alexandra high School and the middle- class schools for girls, besides the high
schools for boys. The oldest girls’ school in Amritsar is the Alexandra High
Schools founded by the Church Mission Society in 1878. It was originally
founded for Indian Christian girls, but since 1907 it has admitted children of
other communities as well. The Sacred Heart School on the Majitha Road is also
a missionary institution, which provides instruction for both Christian and
non-Christians students up to the matriculation standard.
The Muslims had 4 schools in the
Amritsar city, 3 of which (Mohammedan Anglo-Oriental, Muslim and Islamia) were
managed by the Anjuman-I-Islamia, founded in 1874, and the fourth was the
Chistia High School which was governed by a council of prominent local
citizens. The special object of the Anjuman-I-Islamia was to encourage among
the Muslim community. In May 1933, a Muslim Intermediate College was started
near the Hall Gate by adding the first two college classes to the local M.A.O.
High School. The college was raised to the degree standard in1945, and was
financed and run by the Anjuman-I-Islamia. After the migration of the Muslims
form the city, this college ceased to function. Later on, the D.A.V. Management
took over the building, where the D.A.V. College has been functioning since
1955.
Besides the Mission schools and the
Muslim schools, a number of other schools were subsequently opened in the
district. The Singh Sabha, Amritsar, opened some high schools in 1890. The
D.A.V. High School and the Hindu Sabha High School followed these schools. The
D.A.V. organization has been a very strong one and has been playing a vital
role in the spreading of education among the masses. The people reacted against
the spread of Western education, yet they were alive to the need of the
provision of educational facilities on a larger scale.
Ever since the beginning of the
present century, literacy among the people of Amritsar has been on the
increase. The very fact that the number of schools has been increasing
gradually shows that more and more people feel interested in receiving
education. Among the popular educational institutions in the Amritsar city are the
Government High School, the Hindu Sabha High School, the Pandit Baij Nath High
School, the Dayanand High School, the Balmukhand Khatri High School and the
Government Clerical and Commercial School. The Pandit Baij Nath High School and
the Balmukhand High School are fairly old and enjoy a good reputation for
discipline, results and games. These schools also have branches in different
parts of the city. Acharya Sunder Singh founded the Ram Ashram High School,
Majitha Road, in1923 with 7 students. This co-educational institution, run on
modern lines, has played a vital role in the lives of the students by laying
special emphasis on studies and extra-curricular activities.
(b) Literacy and Educational Standards
In 1951, the literacy percentage in the Amritsar District was 22.4. By 1961, it rose to 29.7 as compared with 24.2 for the State and 24 for the Indian Union. Amritsar has made a quick improvement in the field of education during the first three plan periods, as is shown in the following table:
Progress of school education in the Amritsar District during 1951-52 to
1965-66
|
1951-52 |
Schools
|
Scholars
|
||
|
Boys |
Girls |
Boys |
Girls |
|
|
Primary Schools |
364 |
102 |
36,999 |
15,136 |
|
Middle Schools |
28 |
19 |
7,472 |
7,599 |
|
High Schools |
36 |
3 |
23,231 |
1,219 |
|
Total |
428 |
124 |
67,702 |
23,954 |
.
6. Ibid.
|
1960-61 |
Schools
|
Scholars
|
||
|
Boys |
Girls |
Boys |
Girls |
|
|
Primary Schools |
569 |
189 |
54,563 |
31,076 |
|
Middle Schools |
59 |
34 |
13,774 |
13,957 |
|
High Schools |
62 |
18 |
18,919 |
9,057 |
|
Higher Secondary Schools |
18 |
9 |
19,309 |
6,574 |
|
Total |
708 |
250 |
106565 |
60664 |
|
1965-66 |
857 |
29 |
87121 |
55727 |
|
Primary/Junior Basic Schools |
||||
|
Middle/Senior Basic Schools |
70 |
31 |
17747 |
15337 |
|
High/Higher Secondary Schools |
97 |
35 |
47862 |
29410 |
|
Total |
1024 |
95 |
152730 |
100474 |
(Amritsar District Census handbook, 1961,p.39; Statistical Abstract of
Punjab, 1968, pp. 314-316 and 327)
The school going boys in the Amritsar District, according to the 1961 Census, were 34.7 percent of the male population past five years and below twenty years in age, but the girl students were only 23.1 percent of the female population in this age-group.
The people, in general, are becoming
education-minded and there is a great demand for more and more schools,
especially in the rural areas. The parents seem to be eager that their children
should be given proper facilities for education. There is an equally strong
urge among the parents for giving education to their girls, with the result
that the number of women students has shown an upward trend.
Though the responsibility for
providing education for the citizens has mainly been assumed by the Government,
yet various educational societies, missions, and philanthropic endowments are
also rendering valuable service in the field of education. These are briefly
mentioned below:
i)
Christian
Missions – The
Christian missionaries have done pioneering work in the sphere of education in
the district. They run the Alexandra High School and a middle school for girls
in the Amritsar city, a high school for boys and the Sacred heart School, which
provide instruction for both Christians and non-Christian students. Foreign
missionaries have also taken up social work in the Sacred Heart School.
ii)
The
Chief Khalsa Diwan, Amritsar: - The Chief Khalsa Diwan, Amritsar has played a very important role
in the development of education. A Sikh school was established in Amritsar as
early as 1893. It was raised to a high school in 1896and to a degree college in
1899. With the establishment of this Khalsa College, the long felt need of the
people for higher education was fulfilled. The Chief Khalsa Diwan, Amritsar,
also runs a B.Ed Training College and department of agriculture education (both
on the campus of the Khalsa College), the Khalsa College for Women, a boys’
higher secondary school, and a girls’ high school at Amritsar and a number of
high schools in the District.
iii)
Hindu
Sabha Trust :- The
Hindu Sabha Trust, Amritsar runs the Hindu College , Amritsar. This institution
was raised from the Hindu Sabha High School, established in 1906, to a
intermediate college in 1924 and a full fledged Degree college in 1936. The
college is rendering a commendable service in the sphere of education in the
district.
iv)
The
D.A.V. Society :- It
is running two separate colleges, one for boys and the other for girls; a
polytechnic institute; one B.Ed college for women, viz. the D.A.V College of
Education for Women; a boys’ higher secondary school; and two high schools in
the Amritsar city. Through its various institutions, the society has played a
significant role in the development of the education in the district.
v)
Shahzada
Nand Educational Trust, Amritsar :- In order to perpetuate the
noble memory of Sh. Shahzada Nand, a great and noble business magnate and
philanthropist of the Punjab, the trust is running a network of educational institution
in the Amritsar city. The Shahzada Nand College for Women, Amritsar was
established in 1967-68. the trust is also running a higher secondary school and
a high school with braches at various places in the city.
vi)
Sri
Guru Arjan Dev Educational Trust, Tarn Taran :- The trust runs Sri Guru Arjan Dev College, Tarn
Taran, which was established in 1966. this institution caters to the long felt
need of the people residing in rural areas for higher education.
Besides, the Shromani
Gurudwara Parbhandah Committee and the Ramgarhia Trust also run boys’ and
girls’ high schools at Tarn Taran. There is also number of schools for boys and
girls run by other societies in the town.
Women’s Education
Before the annexation of the
Punjab by the British in 1849,little attention was paid to the education of
women. Most of the people held orthodox views about female education. The
Christian missionaries were the first to take up the cause of female education
in the district, and their activities yielded fruitful results. They
established the Alexandra High School for Girls and also a middle school for
girls in Amritsar as early as 1878. Even earlier, a midwifery school was opened
in Amritsar in 1886. Besides, the Shrimati Dayawanti Kanya Vidyalya was founded
in 1906.
Backwardness in respect of women’s education still prevails in the rural areas of the district, especially in the Ajnala Tahsil. The people of the rural areas are against sending their young girls to schools and colleges situated far away from their homes. Some parents like to keep their girls at home to be of helpto them in household affairs, whereas others, especially in the rural areas, are averse to co-education in the schools. The introduction of compulsory primary education has, however, mitigated the evil at the primary stage in the rural areas. The people have become conscious of the benefits of education and have started sending girls to schools. The district made rapid progress in the field of women’s education during Third Five-Year Plan, 1961-66. There were as many as 1,00,474 girl students studying in 95 different schools as compared with 1,52,730 boys studying in the various schools in the district. The college education among the women has also received much impetus and there are now four colleges for women in the Amritsar city for imparting instructuion up to M.A. classes. Besides, there are three teachers’ training colleges for women at Amritsar.
Education of Scheduled Castes and Backward Classes
The members of the
Schedule Castes and Backward Classes have been given various inducements and
encouragements by the State Government with regard to education has given the
members of the Scheduled Castes and Backward Classes various inducements and
encouragements. They are given free education up to the middle standard in all
Government and provincialized schools. Free books, stipend and scholarships are
awarded to the students belonging to these classes in all educational
institutions, including colleges under the various schemes sponsored b the
State Government and the Union Government. Even the admission fee in respect of
different examinations is reimbursed to such students. Besides, books and
clothes are given free tot the poor and needy students out of the School Red
Cross Fund. In spite of granting various concessions and facilities to these
classes and the introduction of free compulsory primary education, these
people, particularly those residing in the rural areas, are not very
enthusiastic about education.
The financial assistance
given tot the students, belonging to the Scheduled Castes in the district,
during 1963-64 to 1967-68, is given below:
_______________________________________________________________
Year Stipends Number of Students Benefited
1963-64 .. 1,52,434 1,493
1964-65 .. 1,09,770 1,949
1965-66 .. 57,785 2,279
1966-67 .. 1,40,152 2,529
1967-68 .. 1,34,877 2,513
The number of students belonging to
the scheduled castes studying in different schools in the district, during the
yea 1967-68, was as under :
Type
of institution Number
of Scheduled Castes Students
Boys Girls Total
Primary/
Junior Basic Schools.. 12,684 4,395 17,079
Middle/ Senior
Basic Schools .. 2,108
833 2,991
High Schools ..
2,984 956 3,940
Higher
Secondary Schools ..
2,512 1,002
3,514
Basic Training
Schools .. 6 3 9
The Zila Parishad (formerly District
Board),Amritsar, and the various municipal committees in the district, viz. the
Amritsar, Chheharta, Jandiala Guru, Patti and Tarn Taran, did commendable work
in the field of education. Voluntary education was their exclusive
responsibility. Before the provincialization of schools in October 1957, the
number of primary, middle and high schools, maintained by the local bodies in
the district, was as follows:
Name
of local body Number of
schools maintained by the local bodies before 1957
Primary Middle High
Boys
Girls Boys Girls Boys Girls
1. Zila Parishad, .. 632 103 36 15
20 --
Amritsar
2. Municipal.. 24 11 1 4 1 1
Committee, Amritsar
3. Municipal - - - - 1 --
Committee, Chheharata
4. Municipal Committee, 2 3 - 1 1 --
Jandiala Guru
5. Municipal Committee, 1 2 - - - 1
Patti
6. Municipal Committee,.. 2 2 - -
1 1
Tarn Taran
On the provincialization of schools,
the local bodies were required to pay annually a specified contribution for the
maintenance of these schools. The contributions made by them from 1957-58 to
1967-68 are shown in the following table:
Contributions made by the local
bodies for the maintenance of provincialized schools in the Amritsar District
during 1957-58 to 1967-68:
|
Contribution made by the
local bodies for the maintenance of provincialized schools in the Amritsar
District during 1957-58 to 1967-68 |
|||||||||||||
|
Amount deposited |
Amount deposited upto 31st March 1968 (Rs) |
||||||||||||
|
S.No |
Name of the local body |
1957-58 (Rs) |
1958-59 (Rs) |
1959-60 (Rs) |
1960-61 (Rs) |
1961-62 (Rs) |
1962-63 (Rs) |
1963-64 (Rs) |
1964-65 (Rs) |
1965-66 (Rs) |
1966-67 (Rs) |
1967-68 (Rs) |
|
|
1 |
Zila
Parishad Amritar |
214801 |
515822 |
515822 |
515822 |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
1762267 |
|
2 |
Muncipal Committee Amritsar |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
|
3 |
Muncipal Committee Chheharta |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
|
4 |
Muncipal Committee Jandiala Guru |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
12000 |
12000 |
-- |
24000 |
|
5 |
Muncipal Committee Patti |
-- |
5000 |
-- |
-- |
-- |
-- |
-- |
-- |
20000 |
20000 |
-- |
45000 |
|
6 |
Muncipal Committee Tarn Taran |
-- |
30000 |
74000 |
-- |
-- |
-- |
-- |
-- |
80000 |
-- |
-- |
184000 |
Medium of Instruction
Under the Sachar Formula that had
been in force in the Punjab since October 1949, parents had the option to
declare Hindi as the mother- tongue of their children in the Punjabi zone and
Punjabi in the Hindi zone. The teaching of Punjabi as the first language and as
the medium of instruction began from the first class and Hindi as the second
language was introduced from the fourth class. Since the formula operated in
the reorganized Punjab (after the merger of Pepsu with it on November 1, 1956)
as well, parents could opt for a language other than Punjabi as the medium of
instruction for their children and the State Government had to make
arrangements for its teaching. Under the Pepsu Formula of 1954,Punjabi was the
medium of instruction and the first language from the first primary class
onwards in the Punjabi zone of the former Pepsu and Hindi was taught as a
compulsory subject from the third primary class.
With the re-organization of the
Punjab from November 1,1966, the whole of the new Punjab State had become a
unilingual Punjabi-speaking State. With the passage of the Punjab Official
Language Act, 1967, Punjabi has become the official language of the district
level and from April 13,1968, at the State level. On July 2,1969, the State
Government took the decision to replace the Sachar Formula and the Pepsu
Formula with the three-language formula. Under the decision, Punjabi has become
the first compulsory language and the medium of instruction at all stages in
Government schools in the State. Hindi is the second compulsory language from
the fourth class, whereas English is the third compulsory language from the
sixth class.
Before the re-organization of the educational
set-up in 1963, there were separate agencies for the control of boys’ and
girls’ schools in the district. The District Inspector of Schools and the
girls’ middle schools by the District Inspectress of Schools controlled the
boys’ schools up to the middle standard. They were assisted by Assistant
District Inspectors / Inspectoresses in regard to the control of the primary
schools. The Divisional Inspector and Divisional Inspectoress of Schools,
Jullundur controlled the high and higher secondary schools for boys and girls,
respectively. With the reorganization of the educational set-up on May 8,1963,
the District Education Officer, Amritsar, has been made responsible for the
administration of all primary, middle, high and higher secondary schools for
boys and girls in the district. Four Deputy Education Officers, one of who is a
woman, assist him. The District Education Officer is under the supervisory
control of the Circle Education Officer, Jullundur. He generally consults the
Deputy Education Officer (Woman) in matters relating to the women teachers.
The District Education Officer is
assisted by 15 Block Education Officers
whose areas of operation are normally coterminus with the development
blocks.there may, however, be more than one Block Education Officer in a block,
depending upon the number of primary schools, assist the District Education
Officer. IN addition to the above supervisory staff, an Assistant Education
Officer (P.T) assists the District Education Officer in the promotion of physical
education in schools.
At the ministerial level, the
establishment, accounts, examination and general branches function under the
general supervision of a Superintendent, who is responsible to the District
Education Officer for general administration and working of the District
Education Office. The Superintendent is assisted by an Assistant
Superintendent, 1 Head Clerk and a number of Assistants and Clerks.
Pre-Primary Schools
The problems of pre-primary
education is of great interest and importance in India. The pre-primary
education is essential for the physical mental, emotional and social growth of
the children between the ages of 3
& 6. The aim of this education is to create a healthy social environment
wherein the child may develop his physique and intellect. Co-operation, and not
competition, is emphasized in such schools. The main aim of such education at
this stage is to provide healthy external conditions for the young children and
to give them social experience rather than formal instruction. Thus, a love for
work is developed and the child begins to find work in play and the play in
work.
The pre-primary education in the district is neither much organized nor given any special impetus. The people are, however, becoming conscious of the psychological needs of the childrens, with the result that some voluntary organizations and individual have started private schools to meet the requirement of the small children.