82

CHAPTER-II
PROGRESS AND IMPORTANCE OF TEACHER EDUCATION

“Teachers who Educate children, deserve more honour than Parents”

- Alexander the Great (356-323 BC)

Concept of Teacher education

Teachers are one of the prime agents of socio-economic change in a country. The

National Policy on Education of India (1986-1992) had given a very clear directive on

this issue. The status of the teachers reflects the socio-cultural ethos of a society. The

government and the community should endeavor to create conditions which will help

motivate and inspire teachers on constructive and creative lines.

In order to make teaching effective and meaningful, every teacher should know

not only the subject matter but also the techniques of training and the latest developments

in the art of instruction. 1 Teaching is regarded as an art. Every teacher is an artist. He

should have mastery over the art.

In order to do the job of teaching well, the teacher should be well conversant with

the art, technique and skill of teaching. 2 Teaching is an interactive process involving four

aspects of teacher, student, learning process and leaning situation. 3 (as which is shown in

the figure given below).

1
Fifty years of Service in Teacher Education: 1922-72, Lady Willingdon Training College, (Chennai, 1972), p.1.
2
Government of India: Education Commission 1996, Publication division of Education, (New Delhi, 1996).
3
Aggarwal J.C., “Teacher and Education in a Developing Society”, (Delhi, 2004), p. 433.
 83

The contention that teachers are born, and not made can be true in few rare cases.

Teacher education is needed to kindle the imagination. To achieve this they must be

trained, oriented and equipped properly. They should be made to know the psychology of

the learners, the laws of their growth and development, the modern techniques of

teaching and the method of applying the modern science and technology to education.

The modern innovations in the field of educational technology can be taught to the

teachers only through proper orientation, training and education. Hence Teacher

Education is essential for the improvement of the quality of education.

The Education Commission of 1964-66 stated that a sound programme of

professional education of teachers is essential for the qualitative improvement of

 84

Education 4. Investments in teacher education can yield very rich dividend because the

financial resources required are very less when measured against the resulting

improvements in the quality of education imparted to millions.

Effective professional education will initiate the revolution in teaching methods

and lay the foundations for the future professional growth of teachers. First rate teacher

training institutions play a crucial role in the development of education when a nation

wants quality education. The quality of a nation depends on the quality of teachers.

The role of the teacher in the modern industrial society is entirely different from

the traditional agrarian society. He has to prepare students for the type of new society.

Further he has to take due note of the demands of the future values, attitudes and skills in

children. 5 Only tactful, resourceful, highly educated, properly trained and equipped

persons can effectively cope up with these changing situations. To meet the new

challenges successfully, a teacher should have proper orientation and a well organized

teacher-education.

The Committee of experts recommended the following objectives of teacher

education on behalf of the National Council for Teacher education in 1978. The

recommendations 6 are that the teacher education should be developed on Gandhian

4
Report of Education Commission: 1966, Education and National Development Publications Division, Ministry of
Education, (New Delhi, 1966), p. 278.
5
Chaudhary V. S., “Professional competencies of college teachers”, University News, November, (Chennai, 1989),
pp. 6-7.
6
Biswa Ranjan Purkait, “Milestones in Modern Indian Education”, (Calcutta, 1997), pp. 324-325.
 85

principles like non-violence, truthfulness, self discipline, self reliance, dignity of labour

etc, act as an agent of social change in the community, its role should not be limited to

being a leader of children but also as a guide to community, act as a liaison between the

school and society, the teacher should help in the conservation of environmental

resources and preservation of historical monuments and other cultural heritages, and the

teacher should possess a warm and positive attitude towards students, and help them to

tackle their academic, socio-educational and personal problems. They should guide and

counsel them. The recommendations also included that the teacher should be trained to

understand the objectives of school education in the Indian context, and to create

awareness for achieving the goals of building up a democratic, secular and socialist

society, that the teacher should be taught to make the students understand their syllabus

and also enable them to foster all round growth and development of the children under

his/her care, that the teacher should be taught to develop competence on the basis of

accepted principles of learning and teaching, that the teacher should be taught to develop

communication and Psychomotor skills and ability conductive to human relations, that

they should be taught to keep aware of the latest knowledge of the subject matter and also

that they must be encouraged to undertake active research and investigatory projects. 7

History of teaching

In olden times, there was no systematic provision for the education of teachers but

it was assumed that he had acquired complete mastery over a specific knowledge and

7
Ibid., p. 325.
 86

could also translate this into practical life. In general, an individual won the right to teach

when he had arrived at the stage of Vanaprastha ashram. By the time an individual had

reached this age, he would have acquired the complete experience of life and this was the

real training. 8

In India, imparting education had always been regarded as a noble task and the

teachers of this country had so much respect that the students from places like Tibet,

China and Japan came to them for studies. The society gave these teachers the highest

respect because they were committed in bringing about a comprehensive and harmonious

development of the student’s personality. This sentiment is expressed in the statement

“Acharya Devo Bhava”, which occurs in the Patria Upanishad. 9

A special feature of teacher education in ancient period was that each teacher took

a personal interest in each student 10. The teacher was held in great esteem and considered

to be almost divine. Then the teachers were few in number, and were people of great

scholarship, skills, morals and character. Even during the Buddhist and Jain periods, a

teacher occupied a much respected place in the society. The respect of teacher was shown

by the saying, ‘Na Devah Shri Guroh’ 11 by the students for their self knowledge.

8
Seema Sharma, “History of Education”, (New Delhi, 2004), p. 275.
9
Ibid., p. 275.
10
Rai B. C., “History of Indian Education”, (Lucknow, 1989), p. 83.
11
Ibid., p. 276.
 87

During the middle ages maktabs and madrasas came into existence when the

Arabic and Persian language won state patronage. 12 A person who was well-versed in

religious rituals and performances was regarded as a good teacher. Some evidence of the

Monitorial system was found in each one of these ages. The brilliant students guided their

juniors in their studies and thus assisted their teachers. 13

Teachers used to give informal training, in the art of teaching to their favourite

students. The method was referred to as the class monitor method, in which each class or

the whole school was divided into groups and each group was placed under the in charge

of a brilliant student. 14

Importance of teacher Training

There is no distinction between education and teaching, but teaching is one of the

factors of education. The teacher training colleges and teaching departments of the

universities are preparing candidates for the degree of Licentiate in Teaching and

Bachelor of Teaching. 15 The scope of training of teachers had been widened.

Till the beginning of the 19th century, no such training institutions for teachers

existed. A basic knowledge of reading, writing and arithmetic was considered adequate

12
Ibid., p. 276.
13
Campbell’s letter A. D., dated 17 August 1833, (Board consultations, dated 25.8.1823), MRO, Volume 958, p.
7167.
14
Ibid., p. 276.
15
Pandey R. S., “Principles of Education II Revised, Education”, (Agra, 1971), p. 6.
 88

for the teacher at the primary level because mass education was not given much

importance.

The growth of science and the industrial revolution brought about changes in the

political, economic and educational life in many western countries. 16 The need for

education for all was felt as an important matter and so children from all strata of society

began to attend schools.

Today teacher-education is not a mere trade but it is a profession. It is called

professional education of teachers and the training emphasizes on the development of the

skill of teaching. The profession of education of teachers limits itself not only to the

learning of skills but also the development of desirable attitude and interests as well as

the acquisition of knowledge. The teacher plays an important role in any system of

education. A successful teacher needs sound professional preparation through teacher

education. 17

Teacher education is a comprehensive term which not only equips the practitioners

for teaching at different levels of schooling effectively and confidently, but also provides

them with a theoretical background of the social philosophical and psychological aspects

of education. The teacher is a true missionary and teaching should not be used to meet

one’s end but it should be a sacrifice to develop the minds of youth. It demands a sense of

16
Mallika Mani, “A Neglected Aspect”, Education Open Page, The Hindu, February, 1991, p .1.
17
Tyler Rev. W., “Concepts, skills values, and curriculum development”, A Mimeograph copy of talk given at a
conference on “Extension curriculum development,” (Washington, D.C. January, 1963).
 89

dedication, a willingness to make sacrifices and a readiness to suffer. Above all it

demands an ever-ready willingness to be with one’s pupils. The teacher needs not only to

be a worshipper at the shrine of reading but also a missionary in the service of

childhood. 18

Education is not a privilege as in the past, but a national duty. So centralization of

education through compulsory and free education has been accepted as our national

policy. The success of an educational system is dependent more on the teachers than on

other factors.

The training institutions were divided into three types normal schools, secondary

training schools and training colleges 19.

Normal schools

Normal or Primary training schools were divided into two types in India. They

were basic and non - basic. In the year 1965-66, there were 1604 teacher schools in the

whole country. The training period of these two types was different and they conferred

two types of certificates. One is junior certificate conferred on those students, who took

admission in these schools after passing upper primary and another was senior teachers’

certificates, which was awarded to the students who got admitted in these centre’s after

passing matriculation. 20

18
Madras Education, Volume - I, (Madras, 1967), p. 13.
19
Rai B. C., op.cit., p. 83.
20
Ibid., p. 86.
 90

Teachers of primary schools were given training in Normal schools. Secondary

training schools imparted training to the teachers of middle schools only. Those students

who had passed matriculation examinations were admitted in these schools. Teachers of

High schools were selected by training colleges only if they were graduates or post

graduates.

The first normal school was started at Madras at 1826 by Alexander Duff. Right

from its beginning, it faced difficulties in getting candidates to be trained as teachers for

the collectorate schools. By the end of 1826 there were only 8 candidates for teachers’

training 21. By1827, this number increased to 12. The normal schools became very

successful in Madras and students flocked to it, not to become teachers, but to gain

English education for themselves. 22 In 1882 there were 106 such schools and 3886

teachers. 23

Secondary Training Schools

The need for greater number of teachers was realized because of the expansion of

education. There were only two institutions in the whole of India for the training of

secondary school teachers one at Madras and the other at Lahore 24. These institutions

admitted graduates.

21
Public consultation, December 12 1826, M.R.O., Volume. 544, (Letter from A Hartnes, secretary to c.p.1 to the
chief secretary dated 14 November, 1826), p. 4055.
22
Manual of Administration of Madras Presidency, Volume - I, p. 569.
23
Fifty years of Service in Teacher Education: 1922-72, op.cit., pp. 4-5.
24
Ibid., pp. 4-5.
 91

Basic qualification for admission to these schools was a pass from High School or

intermediate pass. The training period differed from 1 to 2 years depending on the state in

which they are studying. The successful students were conferred a certificate or diploma

by the University’s Education Department. The names of the certificates or diplomas

varied in different states. 25 During the year 1964-65 A.D. the number of such teacher

training schools was 630. 26

Secondary Teacher Training Colleges

The classes from standard VIII to XII were taught by graduate teachers who

received their training in secondary colleges of education. 27 For a long period, the course

for training candidates for the profession of pedagogy was “Licentiate course in Teaching

(L.T.)” offered by the University in training colleges affiliated to it. This was later

changed as the Bachelor course in teaching (B.T). 28 In the early 1950s, this nomenclature

was again changed as the Bachelor in Education (B.Ed). Secondary teacher education

was for one year in the college of education after graduation. These colleges were under

the academic control of the universities. Successful candidates were awarded L. T. or

B.T. degree and with the changing concepts of teacher education, the nomenclature of the

degree was changed to bachelor of education (B.Ed).

25
Rai B. C., op. cit., p. 86.
26
G. O. 823, Education Department, May 27, 1944.
27
Report on Public Instruction in the Madras Presidency, 1901-1902, Volume - I, (Madras, 1902), p. 3.
28
Education Commission Statistical - paper I; Pillay K. K., “History of Higher Education in South India”,
Volume - II, (University of Madras 1857-1957), (Madras, 1957), p. 269.
 92

The model school or the teacher training school was started in Saidapet in Madras

in the year 1856 had now developed into an advanced centre for education. It was the

first secondary school teacher education college in India. 29 There had been a phenomenal

growth of training colleges for teachers in the last four decades in our country.

University departments themselves conduct B. Ed courses. Several universities

have started correspondence cum contact courses for a B. Ed degree to clear the backlog

of untrained teachers in secondary schools.

The picture study of teacher-education in South India was slightly different from

others. Till recently all aspects of education, which meant only ‘teacher education’ and

even the post-graduate and advanced study of education were looked after by training

colleges. They were called “The Teacher’s College or College of Education”. 30

B. Ed and M. Ed courses connected with teacher education had similar course

content in all the universities. The one year B. Ed course had a theoretical and practical

aspect and there was uniformity in the foundation papers. Almost all universities included

philosophical, psychological, sociological, and historical foundation as compulsory

subjects.

29
Ibid., p. 265.
30
Jaya Kothai Pillai, “Research in Education”, Madurai Kamaraj University, (Madurai, 1987), p. 2.
 93

M. Ed is an advanced professional cum academic course of one year duration for

full-time students and two years for part time students and is offered in almost all

universities. 31

Objectives of Teacher Training Colleges

The graduate student teachers should possess competence to teach subjects of his

specialization on the basis of accepted principles of learning and teaching in the context

of the new school curriculum.

Possess sufficient theoretical and practical knowledge of health and physical

education, recreational activities, and experience. Develop skills of understanding,

interest and attitude which would enable him to foster the all round growth and

development of the students under this course. Gives training to gain an understanding of

international and controversial issues, and also the role of the school and the teachers in

changing society. Develop skills in making use of educational technology in teaching

academic and vocational subjects.

Regulation and Course of Study

Basic degree for admission was graduation or post graduation of any subject of

Madras University or a degree of other universities accepted by the syndicate equivalent,

31
Ibid., p. 3.
 94

subject to such conditions as might be prescribed thereof. 32 The course of study is one

academic year consists of 210 working days. 33

Need for trained teachers

As early as 1888, kindergarten classes were added to the Saidapet High School at

Madras. Later on, a number of secondary and primary teacher education institutes were

increased and a special emphasis was given to increase female teachers at school. 34

During 1920, the need for the provision of a large number of trained teachers had

become more to satisfy the rapid expansion in the number of elementary schools. 35

In the beginning of the 19th century, endeavors had been made not merely to

increase the output of the number of trained teachers but also the quality of these

teachers. Teacher education had received attention from the educational planners as well

as educational researchers. The teacher is the main spring for all education innovations in

every country.

Recommendations of various commissions on Teacher Education

During 19th century various Committees on education recommended steps for

about the progress of teacher education besides general education. The main objective

and terms of reference of the Commission of 1882 was to enquire into the manner in

32
Report on Public Instruction in the Madras Presidency, 1901-1902, (Madras, 1902), p. 34.
33
Ibid., p. 34.
34
Report on the Montage Chelmsford Reforms, 1919, (Calcutta, 1920), p. 27.
35
Report on Public Instruction in the Madras Presidency, 1901-1902, (Madras, 1902), p. 83.
 95

which effect had been given to the principles of the Wood’s Despatch of 1854 and to

suggest such measures, as it might think desirable, with a view to further carry out of the

policy therein laid down. 36

The Commission was appointed on 3rd February, 1882 by Lord Ripon. It was the

first Education Commission in India. Sir William W. Hunter, a member of the Governor

Genera’s executive council was its chairman. Hence it is commonly known as Hunter

Commission. It consisted of 20 members. 37The Commission appointed provincial

committees which gave reports about education of their respective provinces. In 1882 the

commission submitted its voluminous report of 600 pages with 222 resolutions. It is an

important historical document. 38

Regular system of Teacher Education

A regular system of teacher education institutions was started in accordance with

the recommendations of the Indian Education Commission of 1882. Consequently, by the

end of 19th century, there were six training colleges at Madras, Lahore, Allahabad,

Kursang, Rajmandir and Jabalpur and 50 training schools in the whole country. 39

The Commission of 1882 criticized the educational policy of the Government and

proposed liberalization of the grants-in-aid system of training of teachers. 40 It aimed at

36
James H. R., “Education and Statesmanship in India”, (Bombay, 1917), p. 50.
37
Report of the Education Commission, 1882, (Calcutta, 1882), pp. 1-3.
38
G. O. 226, Education Department, October 24, 1882.
39
Rai B. C., op. cit., p. 82.
40
Maclean C. D., “Manual of Administration of Madras presidency”, Volume - I, (Madras, 1989), p. 589.
 96

the improvement of the standard of teaching. Teachers should be encouraged to undergo

training. The Commission laid great emphasis on the training of primary teachers. It

emphasized the need of establishing more normal schools for the training of teachers so

that there might be at least one normal school in each sub division under a divisional

inspector. 41

The Commission of 1882 recommended that the teachers should not only know

the principles of teaching but also they should learn how to apply them in practice.

Further, it also recommended that the Government should bear all the expenses of

training of teachers because finance was the greatest obstacle in primary education. The

Commission of 1882 had also suggested ways and means for securing a more rapid

expansion of secondary education. 42 It also emphasized the importance of training of

secondary teachers for qualitative improvement of education. However there were no

satisfactory measures taken to train secondary teachers. There were only two training

institutions during the commission’s period in India - one at Madras - the Teacher’s

college, Saidapet and the other at Lahore. 43 The commission also laid stress to appoint

trained teachers in government or aided schools. 44As regards women education, it

advocated liberal grants, normal schools, simple curriculum useful for home life, separate

inspector for girls schools, grants for zanana teaching subject secular instruction and

inspection.

41
Report of the Indian Education Commission, 1882, (Calcutta, 1884), pp. 311-312.
42
Safaya R. N., “Development Planning and Problems of Indian Education”, (New Delhi, 2009), p. 66.
43
Ibid., p. 65.
44
Maclean C.D., op. cit., p. 589, and Report of the Education Commission, 1882, (Calcutta, 1884), p. 75.
 97

Next step towards the progress of teacher training was during the time of Lord

Curzon when a great amount of attention was paid towards teacher training. The Indian

Universities Act of 1904 was passed during this time. This Act was based on the

recommendations of the Indian Universities Commission of 1902 and on the principles

laid down in the Government Resolution (March 11th, 1904) on Education. The Bill was

passed on March 21st 1904 in the Imperial Legislative Council at Calcutta. 45 The main

principle of the bill was to, ‘raise the standard of education at all level and particularly

higher education. It also brought about better teaching by a superior class of teachers to

provide for closer inspection of colleges of institutions, in fact to convert higher

education in India into reality.’ 46

Regarding the secondary schools, the Government should control all secondary

schools, both aided and unaided. Provision was made for the higher training of able and

experienced teachers. The equipment of the training colleges were made almost equal to

that of the general colleges. Graduate teacher training should be made into a one year

course and thereafter they should be granted a degree by the university. Theoretical

training and practical training should be mutually connected with each other and there

should be a practising school attached with each training college, Training Colleges

should be connected with ordinary schools so that the teachers may apply the methods

learnt in the training colleges. 47

45
G. O. 215-216, Education Department, dated 3 April 1904.
46
Government of India Resolution on Indian Educational Policy, (Simla, 1904), paragraph. 8.
47
Aggarwal J.C., op. cit., p. 24.
 98

Government Resolution of 1913 declared that under the modern system of

education no teacher should be allowed to teach without a qualified certificate. 48 This

was the time when training for teaching was emphasized and from this time onwards

teacher training became a necessary criterion for secondary schools. 49 Government

Resolution of 1914 emphasized the appointment of highly qualified and trained teachers

as the staff of training colleges. 50 A practical school should be attached to the training

college. 51

In 1917, the Government appointed the Calcutta University Commission to study

and report on the problem of University Education. It was a landmark in the teacher

education. This is also known as the Sadler Commission from its President Sir. Michael

E. Sadler, the Vice-Chancellor of the University of Leeds. The report consisted of 13

parts and presented a comprehensive scheme of secondary, collegiate and university

education in India. 52

The Report of the Commission is a document of interprovincial importance.

Although it deals with Calcutta University only, the problems that it has studied were

more or less common to the other Indian Universities also. Hence the report of the

48
Safaya R.N., op. cit., p. 66.
49
Ibid., p. 66.
50
Fifty years of Service in Teacher Education: 1922-72, op. cit., p. 5.
51
Ibid., p. 5.
52
G. O. 49, Education Department, January 10, 1923.
 99

Commission had far-reaching consequences upon the development of university

education in India as a whole. 53

The question of Secondary education was discussed in detail and the university

commission gave special attention towards teacher education and made the following

recommendations on the number of trained teachers, research work in education, a

demonstration school along with every training college for practice training, the subject

of education included in the curriculum of B.A. and also in the intermediate class, and the

establishment of education department were stressed. 54

Next progress towards teacher education can be seen in the Hartog Committee

which emphasized the training of the teachers of Primary Schools and recommended that

educational standard of the teachers should be raised, training periods should be

extended, able teachers should be appointed in training institutions and their numbers

should be increased in order to attract able persons for the teaching profession, the

condition of teachers should be improved and made attractive. 55

It emphasized the indispensability of refresher courses for teaching at different

56
intervals. It firmly recommended the increase in the scale of pay for teachers. The

Hartog Committee, the Abbott and Woods Report and the Sergeant Committee Report

53
Calcutta University Commission Report, 1917-1919, Volume IV, Part - II, (Calcutta, 1919), pp. 45-51.
54
Ibid., pp. 45-51.
55
Safaya R. N., op. cit., p. 66.
56
Report on the Public Instruction of Madras Presidency, 1940-41, (Madras, 1941), p. 2.
 100

were all advocating the need of teacher-training, vocational, industrial and technical

education. The Madras government accepted these recommendations. 57

University Education Commission was set up under the chairmanship of Dr.

Radhakrishnan in November 1948. Many educationalists in India and abroad were its
58
members. The Commission submitted its report to the government in August 1949. It

is a comprehensive document of great educational importance whose main objects were

to enquire into the problems of collegiate and university education and their different

aspects and suggested measures for the improvement of the same. 59

The Commission said that the success of university education depended on the

character-attainment and professional efficiency of teachers. It should be the duty of the

universities to appoint a good number of qualified teachers with high academic

distinction. All should be conscious of the responsibility and status of the teaching

community. The Commission further added that the curriculum of the training institutions

should be reformed. Instead of bookish knowledge, importance should be given to the

practice of teaching in schools. 60 It wanted the training college staff to be recruited from

people who had first-hand experience in school teaching. While evaluating the work of

57
G. O. 697, Education Department, March 21, 1939.
58
Resolution No. 55 - 5/47 - D/3, Ministry of Education, Government of India, November 4, 1949.
59
The Report of University Education Commission, December 1948 - August 1949, Volume - II, Ministry of
Education, Government of India, (New Delhi, 1949), p. 4.
60
G. O. 1629, Education Department, July 7, 1953.
 101

the students, special attention should be given to their success in teaching works. Only

suitable schools should be selected for the practice of teaching. 61

The Secondary Education Commission of 1951-53 recommended that the teacher-

training colleges should arrange for refresher courses, short in service courses in special

subjects, practical training in workshops, professional conferences and conduct research

works, etc. It also recommended free exchange programmes in training colleges,

selecting head-masters of schools and inspecting officers. 62

The Secondary Education Commission observes that the teacher and his personal

qualities, his education qualification, his professional training and the place he occupies

in the school as well as in the community are the most important factor in the

contemplated education of reconstruction. 63

The Kothari Commission (1964-1966) made number of changes as to Teacher

Education: Comprehensive Colleges of Education imparting training to the teachers at

different stages of education should be established in each state, a state board of Teacher

Education which should be responsible for teacher education at all stages and in all the

fields should be established in each state, the curriculum and courses of the training

schools should be changed and reorganized in accordance with the changing times and

circumstances, no fees should be charged from the students of training institutions and

61
Mukherji S. N., “Education of Teaching in India”, Volume - I, (New Delhi, 1968), pp. 34-35.
62
Virendra Kumar, “Commissions and Committees in Pre-Independence India: 1897-1902” Vol. 3, (New Delhi,
2001), pp. 39-41.
63
Report of the Secondary Education Commission, (New Delhi, 1966), p. 278.
 102

provisions should be made for granting stripends and loans to them, facilities for

correspondence courses and part time training courses should be made available on an

extensive basis. 64

National Policy on Education of 1968: Status, Emoluments and Education of

Teachers

The teacher is the most important factor of the quality of education and its

contribution to National development. The success of all educational endeavors must

ultimately depend on his personal qualities, his character, his educational qualifications

and professional competence. Teachers must therefore be accorded an honoured place in

the society and their emoluments and other service conditions should be adequate and

satisfactory in tune with their qualifications and responsibilities. 65 The academic freedom

of teachers should be protected to pursue and publish independent studies and researches

and to speak and write about significant national and international issues. Teacher-

education particularly in-service education should receive due emphasis.

Since the adoption of the National Policy on Education in 1968, there had been a

considerable expansion in educational facilities all over the country at all levels. However

the general formulations incorporated in the 1968 policy were not translated into a

detailed system of implementation. Problems of access, quality, quantity and financial

outlay accumulated over the years and assumed such massive proportions that they

64
Report on Public Instruction in the Madras Presidency 1901-1903, Volume-I, (Madras, 1903), p. 3.
65
Aggarwal J. C., “Teacher and Education in a Developing society”, 4th edition, (New Delhi, 2008), pp. 370-371.
 103

needed to be dealt with utmost urgency. Therefore in 1985, the Government of India

announced a New Education Policy. A state paper “Challenge of Education - A Policy

perspective” was issued by the ministry of education of the Government of India. 66 This

document included a comprehensive appraisal of the existing system of education. There

was a countrywide debate on educational reforms in the country. Finally the New

National Policy on Education of 1986 was approved by the Parliament in May 1986. 67

It laid the foundation for the all round development of education. It envisages a

common educational structure. There will be a meaningful partnership between the centre

and the state. Further it called for education with equality, where all efforts will be made

for the removal of disparities and to equalize educational opportunities by attending to

the specific needs of the women, scheduled castes, and scheduled tribes, the minorities

and the handicapped. 68

As teacher performance is the most crucial input in the field of education, the

entire educational teaching-learning process has to be revolutionized. Both pre- service

and in-service teacher training programmes were to be made more effective. Three

factors are crucial to the quality of education the caliber, work ethics and skills of

teachers. It also laid emphasis for new curricula in the teacher training institutions. 69

66
Biswa Ranjan Purkait, “Milestones in Modern Indian Education”, (Calcutta, 1997), p-393.
67
Biswa Ranjan Purkait, op. cit., p. 393.
68
Suresh Chandra Ghosh, “The History of Education in Modern India 1757-2007”, (New Delhi, 2009), p. 184.
69
Biswa Ranjan Purkait, op. cit., p. 404.
 104

With these development and changes introduced for Teacher education by the

National Policy on Education 1968, next step towards changes came in with the New

Education Policy of 1986 introduced by the then Prime Minister Rajiv Gandhi.

There were many changes regarding Teacher training the important one being the

establishment of DIET- district institutes of education and training which organized Pre-

service and in-service trainings for Elementary School teachers, upgradation of selected

secondary teacher training colleges, NCTE (National Council of Teacher Education was

provided with resources to accredit institutions of Teacher Education and provide

guidance regarding curriculum and a network of arrangements between institutions of

teacher education and university departments. As per this New Education Policy of 1986

the status of the teachers was raised in all respects.

Pay and Service Conditions of Teachers after 1986

Pay and service conditions of teachers at all levels were changed, with their social

and professional responsibilities to attract talent to the profession. A method for uniform

emoluments, service conditions and grievance - removal mechanisms for teachers

throughout the country was established. The method of recruitment was in conformity

with the merits of the teachers. Guidelines were formulated to ensure objectivity in

postings and transfer of teachers. Norms of accountability were also laid down as to their

performance.

Progress of Teacher Education

 105

The progress of teacher education viewed in the broader aspect from the earlier

days of Wood’s Despatch of 1854 to the National Educational Policy in 1986, shows a

gradual development, no doubt, as viewed from the quantitative development to the

quality of teacher education. Then we proceed to discuss the various aspects of Teacher

education in Madras Presidency, Teacher Education Colleges, NCERT and Regional

Colleges of Education.

Growth and Development of Teacher Education in Madras Presidency

Teacher training institutions in Madras presidency can be categorized into four

different grades. As far as the Training Colleges are concerned, during the early years of

teacher education, these colleges had two departments. The first was for graduates with a

course of training tested by the university in the examination for the degree of Licentiate

of Teaching (L.T.). 70

The second one was for those who have passed the course of training tested by the

second grade collegiate examinations, which are conducted by the board of examiners for

awarding the teachers’ certificate. Next there are the classes of training schools of upper

secondary, lower secondary, and primary grades for the training of teachers whose

general attainments on admission are represented by a pass in the upper secondary

examinations respectively. 71

70
G. O. 823, Education Department, May 27, 1944.
71
Report on Public Instruction in the Madras Presidency 1901-1902, Volume-I, (Madras, 1902), pp. 3.
 106

As mentioned above, at the training schools and colleges there were many tests

and written examinations for testing the trainees in their discipline, their methods of

teaching, skills of teaching, etc. Further besides these examinations a practical

examination in which the candidates teaching skills and the method of controlling a class

and the actual teacher skills are tested. 72

The period of training for teacher education was only one year and it was same in

all the training institutions. Each training institute was attached with a practising school

in which the students undergoing training could try their competency for teaching under

the supervision of the teacher-educators. Thus a training college had an upper secondary

or high school attached to it. A trained teacher, who had passed final examination,

received a qualifying certificate to teach any class not higher than the highest in the

practising school of the institution in which he had been trained. 73

Development of Teacher education between 1901 and 1970

During the year 1901-1902 the number of trained candidates for the written

examination increased. 74

Table: 1

Grade Number of Trained candidates

Upper Secondary 211

72
Ibid., p. 3.
73
Report on Public Instruction in Madras Presidency for the Year 1901-1902, op. cit., p. 35.
74
Ibid., p. 35.
 107

Lower Secondary 647

Primary Grade 1,353

Between the years, 1901 and 1920, there was a steady increase in the member of

trained candidates in secondary education, which paved the way for the improvement of

general education of teachers. However in the beginning of the present century, the

majority of the entrants to these training schools were teachers who had passed primary

education.

In course of time the education level of these entrants rose to that of matriculates

and later to that of graduates. This can be seen from the data on these teachers in 1906

which was 29% for high schools, 37% for middle schools, 24% for primary schools. The

high school percentage increased to 61.5% between the years 1946-47. 75

Among the various professions that prevailed in the city of Madras, the teaching

profession had a great demand among the woman folk. The newly formed junior grade in

the Madras Presidency in 1920 looked after by the education department according to

1919 constitution attracted more women teachers.

The native administrators wanted to foster native education by utilizing their

constitutional powers. In order to increase female education in the Madras Presidency,

the government gradually increased their attention to teacher training programme and

special emphasis was given to increase female teachers. The parents of female children
75
Report on Public Instruction in the Madras Presidency for 1946-47, (Madras, 1947), p. 80.
 108

preferred to have female teachers for their girls. 76 From the year 1920, importance was

given to the provision of a large number of trained teachers. Due to compulsory

education in local board areas, rapid expansion had taken place in increasing the number

of elementary schools. 77

There were 1,393 women undergoing training in 1922-1923 in 30 schools as

against 1047during the previous year. The numbers for secondary and elementary grade

teachers for the two years were 150 and 1440 as against 107 and 1243 respectively. This

shows the increasing demand for trained women teachers.

The preparatory class in the government training schools for mistresses were

continued to provide additional facilities for the general education of the Hindu and

Muslim women who wished to be trained as teachers. 78

In the beginning of the 19th century, steps were taken not merely to increase the

output of trained teachers but also to improve the quality of the teachers by insisting on

higher qualifications from the candidates and by concentrating on the supply of higher

elementary trained teacher as distinct from lower elementary trained teachers.

Though there has been a decrease in the total number of training schools for

masters of all grades, it was mainly due to the amalgamation of certain schools in areas

where one school could economically and effectively provide adequate training facilities.
76
Report on the Montage Chelmsford Reforms, 1919, (Calcutta, 1920), p. 27.
77
Report on Public Instruction in the Madras Presidency for 1920-1921, (Madras, 1921), p.83.
78
Report on Public Instruction in the Madras Presidency for 1922-1923, (Madras, 1923), p. 45.
 109

The strength of the higher elementary training section was 2,154 on 31st of March 1922

AD and that of lower elementary training sections was 3686. 79

The number and classification of government training school during 1921-22

were 80

Table: 2

Government Training School Number of Trained candidates

Secondary 14
Higher elementary 33
Elementary 25

The number and classification of government training for men in 1926-27 were 13

in secondary, 30 higher elementary and 16 in lower elementary.

Increase in Woman Trainees

From the year 1921-27, the total number of training schools for masters (men) of

all grades decreased from 92 to 83 out of which 59 were under the government

management which highlights the fact that woman training schools increased in

number. 81 In 1929-30 sixty one government training schools functioned in the Presidency

with 8,874 teachers of whom 1304 were secondary grade and 3895 were higher

79
Report on Public Instruction in the Madras Presidency for 1920-1921, (Madras, 1921), p. 83.
80
Report on Public Instruction in the Madras Presidency for 1923-1924, (Madras, 1924), p. 45.
81
Report on Public Instruction in the Madras Presidency for 1922-1923, (Madras, 1923), p. 83.
 110

Elementary. 82 This period also saw the increase in the number of aided training schools

from 19 in 1923-24 to 23 in 1928-29. 83

The Church park Training School in Teynampet and the Doveton Training School

in Vepery were running two training schools for women teachers in the city of Madras.

In the absence of men’s training school the Government of Madras approved, the

admission of men trainees into the Doveton Training School, where 22 masters

underwent training between 1934 and 1937. 84

After independence there had been a phenomenal increase in the number of

training schools and training colleges for both men and women. 85

Starting of various Training Colleges

The first training college in the city of Madras was Teachers College, Saidapet

which was started as the first the government normal school in the Madras presidency in

1856 with 13 students, with the aim of providing competent teachers for the Anglo-

vernacular Schools and elementary vernacular training schools. This is now known as the

Teacher’s College in Saidapet. This was recognized and affiliated to the University of

Madras in 1885 to prepare students for the Licentiate in Teaching. In 1887 this college

moved to its present location in Saidapet.

82
Report on the Administration of the Madras Presidency for 1929-1930, (Madras, 1930), p. 91.
83
Ibid., p. 207.
84
Report on the Administration of the Madras Presidency for the year 1936-1937, (Madras, 1937), p. 91.
85
The Perspective Plan for the year 1972-84, p. 165.
 111

The Government gave much importance for teacher-training for women by setting

up of teacher training college. In 1922, Lady Willington teacher training college and St.

Christopher training College for women at Madras was established for encouraging

women employment. In 1925, Sri Minakshi Oriental training college at Chidambaram

was instituted. 86 A separate training college for Sanskrit and Tamil Literature for pandits

was opened under the management of the Honorable Sir S.R.M. Annamalai Chettiar. 87

This marked a definite advance in the progress made towards the creation of a

supply of language teachers and trained teachers in modern methods of teaching for the

secondary schools of Madras Presidency. The college was temporarily recognized as a

special school in 1924 and in 1925 the government sanctioned the payment of stipends at

the monthly rate of Rs. 15 to the Pandits under training.

A few other important government and aided training colleges were set up after

the Teacher’s College at Saidapet as Government Institutions.

Institute of Advance Study in Education,Saidapet, Chennai (1887), Lady

Willingdon Institute of Advanced study in Education, Triplicane, Chennai (1922), Govt.

College of Education, Vellore (1955), Govt. College of Education, Kumarapalayam

(1955), Govt. College of Education, Pudukottai (1955), Govt. College of Education,

Coimbatore (1956), Govt. College of Education, Orathanaadu (1957) were started

86
Report on Public Instruction in the Madras Presidency for 1923-1924, (Madras, 1924), p. 91.
87
Ibid., p.90.
 112

As aided Institutions, the following colleges - St. Christopher’s College of

Education, Chennai (1923), Meston College of Education, Chennai (1937), R. M. K. V.

College of Education, Coimbatore (1950), St. Xavier’s College of Education,

Palayamkottai (1950), V. O. C. College of Education, Tuticorin (1955), Thiagarajar

College of Perceptors, Madurai (1956), St. Ignatius College of Education,

Palayamkottai (1957), Stella Matituna College of Education, Chennai (1961), Annamal

College of Education, Chennai (1962), N. V. K. D. College of Education, Attoor,

Kanyakumari (1963), N. K. T. College of Education, Chennai (1966), Lakshmi College

of Education, Gandhigram Trust, Dindugul (1967) were started.

Originally, the Secondary Training Colleges of Tamil Nadu prepared candidates

for the B. T. (or) B. Ed. degree only. But now all the institutions have organized their

own post graduate departments and they conduct the M. Ed. and M. Phil. courses in

addition to the B. Ed. programmes.

Post-Independence period

The important institutions which played a major role in the growth of teacher

education in the post independence period are:

• The National Council of Education Research and Training

• The Regional Colleges of Education

• The State Institutions of Education

• The Centre for Advanced Study in Education

 113

• The National Council of Teacher Education

• The State Council of Teacher Education

• The State Board of Teacher Education

• Comprehensive Colleges of Education

• The S.C.E.R.T. 88

These institutions provide both pre-service and in service education for teachers.

They also organize training programs for teachers both at the national and state levels.

Besides the above mentioned institutions of teacher education, there are different

categories of training institutions for the pre-primary, primary, secondary, undergraduate

and post graduate teachers. 89

NCERT - National Council of Education Research and Training

NCERT came into being on September 1, 1961. It was a significant event, in the

advancement of teacher education in the country. It is a premier governing institution and

carries out research in the different fields of teacher education. The main objective of the

NCERT is to assist and advise the Ministry of Education (now Ministry of Human

Resource Development). 90 It has a separate department dedicated for teacher education.

The NCERT works in close contact with the Departments of Education in states,

universities, teacher education institutions and agencies in the country. It also maintains

88
Biswa Ranjan Purkait, op. cit., p. 340.
89
Ibid., p. 340.
90
Das R. C., “Five decades of development in Teacher Education in India”, (New Delhi, 2007), pp. 25-26.
 114

close and continuous contact with similar national agencies in the field of teacher

education.

Objective of NCERT

The primary objective of NCERT is to conduct investigations on the problems

faced by Education and to suggest solutions for the same. The other major objectives are:

• To promote, organize and foster research in all fields of education.

• To provide teacher training at advanced levels.

• To disseminate knowledge of improved educational techniques and practices.

To collaborate with the international organizations like UNESCO, UNICEF,

UNDP, UNIFPA and National level educational institutions of other countries.

To conduct special studies, surveys and investigations.

The Council has different departments for the improvement of teacher education. 91

The department of teacher education came into being in 1964. 92 The National Institute of

Education was also set up by the Council, for the Advanced Professional training and

research. The Department of Teacher Education of the NCERT has numerous functions

under the following heads:-

∗ To examine, evaluate and co-ordinate the programmes of teacher education

throughout the country.
∗ To conduct research and surveys on methods of teacher education.

91
Ibid., p. 26.
92
Biswa Ranjan Purkait, Dr., op. cit., p. 341.
 115

∗ To produce literature required for teachers and teacher educators on educational

issues.
∗ To arrange training, orientation and refresher courses for teachers and teacher
educators.
∗ To organise seminars and workshops for teachers.
∗ To conduct experiments to improve curricula of teacher education and techniques of
instruction. 93

The Regional Colleges of Education

The Regional Colleges of Education occupy a prominent place in the growth of

teacher Education. They were set up in 1961 to meet the new challenges of education in

the field of science and technology, arts, commerce, agriculture, etc. They rendered

remarkable service by their integrated and interdisciplinary approach.

The Regional Colleges have been experimenting with new programmes and also

methods of teacher education in the country. These methods always imply instructional

equipments. These colleges have also undertaken pilot projects and research studies in

various fields of teacher education including curriculum organization, methods of

teaching, administration and supervision and instructional materials.

The four Regional Colleges are situated in Mysore, Bhopal, Ajmer and

Bhubaneswar. 94 The Regional Colleges offer four types of planned educational

programmes. They are four year integrated B.Ed. course leading to a Bachelors degree in

93
Das R. C., op. cit., p. 26.
94
Biswa Ranjan Purkait, Dr., op. cit., p. 341.
 116

education, two year post graduate course in science education, two year summer school-

cum-correspondence course and one year crash training programme in science,

commerce, agriculture, industrial arts etc.

The Regional Colleges have rendered pioneering services in the field of teacher

education. They have also produced numerous teachers, teacher educators and

educational administrators. 95

State Institute of Education

Another important development in the field of teacher education was the

establishment of a State Institute of Education in every state. The government of India

shouldered the financial responsibility for the same. The functions of these institutions

included training, organisation of workshops, seminars, orientation courses, extension

service, publication and research. They also conduct field surveys, evaluation studies and

investigations into the problems of education. Thus they provide in service education to

teachers, teacher-educators, and educational administrators. They also act as a holding -

home of educational information.

Centre for Advanced Study in Education

The creation of Centre for Advanced Study in Education in certain selected

universities served as an important catalyst in the improvement of standards of teaching

95
Ibid., p. 342.
 117

and research in different fields of knowledge. The main objectives of such ventures were

to maintain the high standard and excellence in higher education.

Such centres have been set up by the U.G.C. with the intention of advancement of

knowledge in various fields of learning on an experimental basis. The faculty of

Education and Psychology in Baroda, has been selected by U.G.C. as a Centre for

Advanced Study in Education (CASE). The Department of Education in the Kurukshetra

University has been permitted to act as the CASE. It is a National Institution and aims at

raising standards of teaching and research in Education. This institution has rich tradition

and is offering laudable service in the field of education particularly training,

experimentation, research, curriculum- development, research methodology, language

teaching and counseling.

National Council of Teacher Education

Teacher education plays a vital role in all programmes of educational

reconstruction in India. The desirable change by teachers is not possible unless the

quality of teacher education is substantially improved. The National Council for teacher

education lays the need for quality control of teacher education.

At state level such a council for teacher education is also desirable. The National

Council was such a coordinating agency for the activities of different state councils for

the improvement of teacher education. The demand for establishing such councils were
 118

recommended by different national bodies from time to time. It approved the setting up

of a standing committee on teacher education attached to the U.G.C. 96

Establishment of Teachers College, Saidapet-Chennai

The first Government normal school was opened at Vepery in Madras on 1st

March, 1856 with J.T. Fowler as its head. The normal school was not a new venture.

Attempts had been made earlier by Sir Thomas Munroe in 1826 and Sir H. Pottinger in

1851, to organize training sections in Madras Presidency. 97 In the early days the normal

school gave free instruction to pupils in general as well as in professional courses and

also conducted its own examinations and awarded certificates.

At first, J.F. Fowler was appointed to be in-charge of the normal school.

Immediately after the inception of the normal school, the primary section of the

Government High School in Vepery was shifted to the premises in order to serve as a

practicing school with the genesis of the University of Madras in 1857.

Normal schools were reorganised in 1857-58 and the primary school attached to the

normal school was divided into two sections, namely the model section and the practicing

section. 98

96
Das R. C., Dr., op. cit., p. 55.
97
History of Higher Education in South India, Volume II, University of Madras, 1857-1957, (Madras, 1957), p.
265.
98
The Teachers College Magazine (1945-1946), Volume IX, (Saidapet, 1946), p. 38.
 119

The teaching in the practicing section was carried on by the students of the normal

school under the supervision of the principal. The students in the model section were

taught by the assistant masters. 99

In that year two additional normal classes had been organised. They were the

preparatory normal class and vernacular normal class. The instruction in the preparatory

normal class was confined to elementary subjects as a prelude for admission into the

proper normal class.

The students in the preparatory class received stipends of four rupees per month.

The vernacular normal class was formed for training teachers to be appointed in Taluk

schools. 100

In 1862 the normal school was transferred to a spacious building on Mount road,

which was purchased for it by the government. The curriculum was modified. The

vernacular normal class was abolished. The practicing section and model section were

amalgamated.

The examination so far conducted by the Normal school was substituted by the

examinations of the University of Madras. The students in the preparatory normal class

were taught for the matriculation examination.

99
Report on Administration in the Madras Presidency during the year 1857-58, (Madras, 1858), p. 20.
100
Ibid., p. 20.
 120

Development of Teachers College, Saidapet

In 1885-86 the Madras Normal School was reorganised and affiliated to the

University of Madras for the degree of Licentiate in Teaching (L.T) and came to be

designated as a teachers college. 101 In 1887 the college was shifted to Saidapet where it

was housed in the upper floor of the agricultural college. 102

In 1889 the college was shifted to a new building in the same complex. In 1897 a

hostel was constructed for the benefit of the Smartha Brahmin students of the college. 103

In 1899 two new hostels were opened one for Vaishnava Brahmins and another for

Christians.

Candidates who passed the Matriculation or any higher examination of the

University of Madras were admitted in to the College. Graduate students were guided for

the L.T. degree examination of the Madras University while other students were guided

for the departmental teacher certificate examination.

A practicing school of the upper secondary standard was attached to the school,

and the classes in that school were chiefly taught by Normal School Students under

supervision. 104

101
Report on Administration in the Madras Presidency during the year 1885-86, (Madras, 1886), p. 202.
102
Report on Administration in the Madras Presidency during the year 1887-88, (Madras, 1888), p. 68.
103
Report on Administration in the Madras Presidency during the year 1897-98, (Madras, 1898), p. 211.
104
Report on Administration in the Madras Presidency during the year 1901-02, (Madras, 1902), p. 236.
 121

In 1911 the college was reorganized with reference to the S.S.L.C. scheme and the

new syllabus was prescribed in 1910 for the L.T degree examination of the Madras

University. 105 Provisions were made for giving training in the teaching of special subjects

like physical sciences, natural sciences, history and geography and the L.T. students were

required to specialize in one of those subjects besides going through a course in

professional subjects and a course in the method of teaching in English. 106

As a result of the reorganisation of the S.S.L.C. scheme a section was opened in

1914 in the college for the purpose of training, including manual training of teachers, and

when the section developed, an Arts and Crafts class was attached to it in 1928.

The importance of Adult Social Education was felt in this part of the city as early

as 1927 and this was also catered by this institution. This was an important and path

breaking social service effort made by this college. 107

In 1936 there were three courses in the college which were the collegiate course,

the secondary course and the manual training course. In 1939 the regulation of the L.T.

Degree Examination was revised and English became one of the two optional subjects for

the L.T. Degree Examination instead of being a compulsory subject. In 1944 the L.T.

105
Report on Administration in the Madras Presidency during the year 1903-04, (Madras, 1904), p. 99.
106
Jaya Kothai Pillay., op. cit., Volume - I, p. 1.
107
Souvenir-Teachers Training College, Saidapet, Centenary Celebrations, (Madras, 1956), p. 1.
 122

Course was restructured and changed into the course which came to be known as

Bachelor of Training (B.T) course. 108

Another important landmark in the history of the teacher education was the

reorganisation of the B. T. degree course in 1950 to suit the 1948 S.S.L.C. scheme. In

1948, the Pandit training section of five months duration was added to the college and in

1949 the Collegiate Teachers Certificate Course for bonafide trained teachers who had

subsequently passed the B. A. Degree Examination was added. 109 In 1952, the Collegiate

Certificate Course in the college was affiliated to the Madras University and this course

was known as the shortened B. T. course.

The M. Ed. Course in Educational Administration was introduced in the college

during the year 1953- 1954. 110 This deserves special mention as it was conducted jointly

by the Teachers College at Saidapet, Meston Training College and St. Christopher’s

Training College. Students who chose Educational Administration as their optional

subject came to Teachers College Saidapet, twice a week to learn the subject 111. Twelve

additional class rooms for the Kindergarten section and the model High School Section

were constructed in 1954, to meet the increased strength. 112

108
Jaya Kothai Pillay., op. cit., Volume - I, p. 269.
109
Ibid., p. 150.
110
Ibid., p. 270.
111
History of Higher Education in South India, p-269
112
Jaya Kothai Pillay., op. cit., p. 269.
 123

There were eight sections in the college:

1. The Regular B.T. Class

2. The Shortened B.T. Class

3. The Tamil Pandit Training Class

4. The M.Ed class in Educational Administration

5. The Model High School

6. The Kindergarten section with Nursery Classes

7. The Craft Inspectors class and

8. The free Adult Night School. 113

Two shortened B.T. courses and the Pandits training courses were conducted in

that year. The strength of the college was at first 128 for the regular B.T. course and 37

for the shortened course. 114

The duration of the regular B.T. course was nine months and the duration of the

shortened B.T. course was three months. Both received the theoretical instruction in

professional subjects and practical training in teaching according to the revised regulation

of the B.T. degree course.

113
Ibid., p. 269.
114
Souvenir - Teachers Training College, Saidapet, Centenary Celebrations, (Madras, 1956), pp. 1-2.
 124

The students in the M. Ed class, apart from receiving instruction in Educational

Administration, were guided by the member in charge of the M. Ed class to prepare their

theses.

In April 1956, an Extension service department was opened in the Teachers

College, under the auspices of the All India Council of Secondary Education. 115 A

scheme of in-service teaching was launched by this department by holding seminars,

conferences, refreshers courses and educational exhibitions. The Principal of the college

was the Director of the service and was assisted by a coordinator.

A significant step taken in 1956 was the introduction of Tamil as the medium of

instruction in the optional subjects for the B.T. classes. An accomplishment of the

students here was that they formed a social service league and visited villages and taught

the villagers once a week in the free night school. 116

St. Christopher’s College of Education

Protestant Christian Missions also established multiple teacher training colleges in

Madras. They were the St. Christopher’s training college for Women and the Meston

Training College for Men. St. Christopher’s Training College was established in July

1923 and was affiliated to Madras University. 117 This college was started by Miss. K.

115
Ibid., pp. 1-2.
116
Ibid., p. 1.
117
Madras Teachers Guild Golden Jubilee Souvenir, 1895-1945, No. 221114, TNA, (Madras, 1945), pp. 34-35 &
Jaya Kothai Pillay., op. cit., p. 275.
 125

Nora Brockway with an initial strength of 11 students and three members of staff. 118 In

the beginning, it was housed in a building within the campus of the Women’s College. In

1927, it was moved to a rented building in Kilpauk. 119 In 1928, it was amalgamated with

the Secondary Training School of the United Free Church of Scotland and also started a

Secondary Training Department. Consequently the college began to have two

departments namely the L.T. Department and the Secondary Training Department. In

1932-32, the premises at Rundall’s Road, Vepery was purchased for the College. 120

In 1935 the management of the Bentinck School was given to the College. The

school served as the model school of the college. The principal of the college functioned

as principal of both the college and the school. 121 English, Natural Science, Geography,

History, Kindergarten, Mathematics, Child Education, Domestic Science, Physical

Sciences, Telugu, Basic Education and Tamil were the subjects taught in the college. 122

In 1928, Home Science was also added to the list of optional subject for the L.T. Degree.

On February 13, 1942 a separate block for the Home Sciences Department was opened.

In July 1944, the L.T. degree became the B.T. and the college entered into a system of

co-operation with the other Training Colleges in the City and the University, leading to

the M.Ed. Degree. 123 Since 1952, the college was in charge of the lectures for the M.Ed.

Students. Sociology was one of the four optionals offered for the course. In 1952 the

118
Higher Education in Madras Presidency, Volume-I, p. 276.
119
Madras Teachers Guild Golden Jubilee Souvenir, 1895-1945, op. cit., p. 34.
120
Offero-College Magazine, St. Christopher’s College of Education, (Chennai, 1997).
121
Ibid., p. 35.
122
Ibid., p. 275.
123
Platinum Jubilee Souvenir 1923-1998, St. Christopher’s College of Education, Vepery, (Madras, 1998).
 126

Vepery Nursery Training School and Children’s School known as Balar Kalvi Nilayam

were affiliated to the college.

The college strength grew steadily. In 1935 there were 35 L.T., 29 Senior

Secondary and 21 Junior Secondary Class students. The Strength of L.T. Students was 35

in 1940, 52 in 1950 and 61 in 1956.

The college was doing extension service on a three year programme sponsored by

the Ministry of Education, Government of India. St. Christopher’s had always been

working with and for the poor and the deprived, through their weekly visits to various

social service centres. The students tried to bridge the gulf between the literate and

illiterate, the rich and the poor and rural and urban by working at different Social Service

Centres. It also conducted the adult literacy centres at various places. 124 A Nursery on

modern lines had also been established, to provide wholesome experience for growth and

development of children.

The college had a systematic method of study. Examinations were conducted in

the semester pattern. The students were sent to various schools for teaching. The post

graduate students were taking the optional subject as paper I and Paper II, eg., History I

and History II. Undergraduate students were taking the optional subjects like History,

English, Geography or Tamil. No other college followed this method of options in

Madras. The college had a good and clean library and also a very good hostel facility.

124
Offero-College Magazine 1995, op. cit.
 127

Meston College of Education

Meston College of Education was started as Meston Training College in 1937

under the auspices of Reverend T. R. Fougler. It grew out of a school founded by the

Wesleyan Mission in 1851. In the same year the Wesley college hostel was annexed to

the Meston College.

The College got its crest and motto in the year 1942. The five scallop shells on the

inverted chevron signify the eternal search of the students who are bound in fellowship.

The motto of the college is ‘Qui Dat Accipit.’ The symbols of the book and the lamp are

reminder that the students should share their knowledge as it is like light which, when

shared, illuminates everyone.

The Meston College was initially the Wesley College which was a pioneering arts

college for over 70 years, from 1862 to 1933. It is affiliated to the University of Madras

and is recognized by the NCTE. The college is aided by the State government. The

college conducts Ph. D, M. Phil, M. Ed, and B. Ed degree courses for both men and

women.

The college initially offered the L.T. Degree Course. The Wesley high School

served as the practising school for the college. The L. T. course became the B. T. course

in 1944. A special course on methods of moral instruction was introduced in 1947 by this

college.
 128

This college co-operated with the other training colleges and the university in the

conduct of the M.Ed. course. As a result of negotiations during 1943-44, it was possible

for the opening of the course for a higher degree in Education known as the co-operation

between the Department of Experimental Psychology of the Saidapet Teacher’s College

and the Lady Willingdon Training College. Both were maintained by the Government of

Madras.

The students of this college visited a number of High Schools in the city for

observation and practice once in a weak. A feature of the college work is the training in

handicrafts, for which two periods in a week were allotted for all the students in small

groups.

The audio-visual programme was developed during 1948-49. In 1950-51 twenty

two students attended audio-visual classes conducted at Madras by Reverend. Dr. F.

Bright. The college had a separate audio-visual room with all equipments. The college

celebrated its Silver Jubilee in the year 1963, and in the academic year 1975 the college

witnessed the affiliation for the Ph.D programme by the University of Madras. In the

same year the college was recognized as the Post-Graduate Institution by the Directorate

of Collegiate Education and University of Madras in consideration of the M.Ed. and

Ph.D. courses in the year 1976. Muttukadu Rural Centre was established for camp

activities. In the next year the college celebrated its Ruby Jubilee and then the Golden

Jubilee of the college was celebrated in a grand manner in the year 1987, in the same year

Autonomous status was awarded to the college by the University of Madras. Affiliation
 129

for the new optional subjects namely-Education for the mentally retarded at B.Ed. level

by the University of Madras. In the year 1988 Meston Educational and Rehabilitation

Research centre for the mentally retarded as practicing School of Meston College was

started, Affiliation for M.Phil. programme was given by the University of Madras. In the

year 2001 college was accredited by the NAAC Recognition was accorded to Meston as a

programme study centre for IGNOU (Indira Gandhi National Open University). B.Ed

programme affiliation of the college by TNTEU (Tamilnadu Teacher Education

University) during the year 2009. 125

Stella Matituna College of Education

Stella Matituna College of Education was established in July 1961 as a minority

teacher-training college, and received UGC recognition in June 1972. It is affiliated to the

University of Madras. 126 The educational motto of the college is “Attain Truth by the

Path of Love.” Stella Matituna College of Education is a Catholic college, under the

management of the Franciscan sisters of the Presentation of Mary. Stella Matituna is run

by a Governing Body, Board of Studies, Academic Council, an Internal Quality

Assurance Cell (IQAC), and various committees. 127

The vision of the Franciscan Sisters of the Presentation of Our Lady was to

provide quality teacher education to all Students enrolled in the college. Students are

given a thorough foundation in both the theoretical and practical aspects of teaching.
125
Hand book, “Meston College of Education”, pp. 10-14.
126
http://www.smce-chennai.com/index.htm.
127
http://www.smce-chennai.com/collegeGoverningBody.htm.
 130

Hallmarks of the education imparted here are: the provision for moral instruction and

religious instruction, moulding teachers with skills of teaching competence, spiritual

vigour and value orientation, sensitization to social and environmental needs, holistic

outlook to life, commitment to the goals of the National Education Policy, the objectives

of the institution are modified in consonance with the vision and mission of the

institution. The suggestions of NAAC peer group and the Manual for self-appraisal

teacher education institution, has contributed significantly in the framing of the

objectives, to provide teacher training in a Christian ambience to deserving students,

especially to the Catholic Christian Community, to train deserving women candidates to

be teachers who are also leaders in all walks of life and lead their wards in scholastic

skills in addition to spiritually, justice, truth and love, to design curriculum at every level,

in such a way that trainees are equipped to cause desirable changes in the community at

large and particularly among the marginalized sections of the society and also in the field

of education, to provide an environment of intellectual stimulation and moral rectitude in

the young teacher trainees in which they could achieve greatness as eminent teachers,

teacher educators, authors of education books, researchers in education, academic

reformers, social catalysts, crusaders of environment protection and so on, to provide all

the logistics support necessary for the effective implementation of the curriculum and the

realization of the institutional objectives, to evolve a system of management that can

ensure a willing cooperation and involvement of the staff members in all the ventures of

the institution.
 131

The main aim of this college is to promote excellence in the sphere of teacher

education. The college undertakes to prepare teaching personnel who are intelligent,

social minded, spiritually vigorous, vocationally prepared and committed to the cause of

quality education.

With these aims, the college offers programmes for the all round development of

the personality of the teacher. The teacher trainees have immense opportunity to exhibit

and develop their talents, oratory, writing, sports, singing, dancing and other aesthetic

and creative pursuits.

N.K.T National College of Education for Women

The need for training colleges was immensely felt in Tamil Nadu after

independence. There was a scarcity of trained teachers in that period. Hence, in order to

widen the horizon of educational service, the National Education Society started the

N.K.T. National Training College, which later became the N.K.T National College of

Education for Women, Triplicane, Chennai-5, within the premises of the N.K.T National

Girls’ Higher Secondary School, which was originally started by the society. 128

This college was started in 1966 by the dedicated pioneer and philanthropist Shri.

N. K. Thirumalachari. The college was opened after the formal inauguration by the then

Chief Minister of Tamil Nadu Shri. M. Bakthavatsalam and under the distinguished

Presidentship of Dr. A.L. Mudaliar, the then Vice-Chancellor of University of Madras.

128
http://www.nktnce.ac.in.
 132

The college which was started with a modest intake of 80 B.Ed. students has

gradually progressed to a comprehensive college of teacher education for women with

230 B.Ed., 25 M.Ed., 10 M. Phil., 32 Ph.D., 25 B.Ed. (Special Education) and 100 D.Ed.

students. 129

The vision of N.K.T. National College of Education for Women is to foster love

for academic excellence and intellectual vigour. The college was granted autonomy in the

year 1988 and was accredited with the Five Star status in 2001. The institution has been

establishing very close associations with national and international bodies like NCERT,

UGC, NCTE, AIAER, RCI and University of Stockholm, Sweden.

Thus to conclude a detailed approach to Teacher Education from the early years to

the full development has been dealt with. Further a detailed study from the Monitorial

system, importance of Teacher Training for school teachers, as well as college teachers

was discussed. Important organizations which guide Teacher training like the NCERT,

NCTE and Regional College of Education were briefed. Finally setting up of B.Ed.

Training colleges in Chennai, so that it provides a detailed background to Teacher

education before tracing the History of Lady Willingdon Advance Study in Education

from its inception to the unit of Teacher Education University, in 2008. Which forms the

subject of study in the next chapter.

129
Ibid.