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·CONTENTS Page 1 8 12 13 17 1 2 Science Teschlog (General Obserratlons) I Dr A C. Joshi 2 Shri A. C Banerji 3 Dr H Spurway 4 Lt Col. SDS Greval 5 Prof J B S. Holdane 8 Dr N K Bose 7 Dr K P Basu 8 Dr. B Vuherji 9 Shri P Ray 10 Shn N R Sen 11 Dr M R Sahnı 12 Prof CS Ghosh 13 Dr TS Mahable 14 Shri V L Bhatia Science Teaching In Schools 15 Shri h C Mukerji 16 Dr SC Seal 17 Dr M S Krishnan 18 Prof K P Chattopadhyay Science Teaching in Secondary Schools Dr J N Basu 20 Slın Bir Bahadur 21 Shri Ds Nigam 22 The Problems of Science Teaching in Higher Secondary & Multipurpose Schools bs Dr K Chalarbarty 1CL 68 T 30 34 35 S 37 38 9 42 43 48 48 51

·52
23 Science Teaching in Secondary Schools
and Colleges- how to improve it by
Dr. S. K. Bhattacharyya •
24 Teaching of Chemistry in Schools and !
Colleges by Prof. S. JI. Mukherji
25 Science Teaching for Industry by
Dr. U. P. Basu
50
1
58
Teaching of Geology
26 Shri A. G. Jhingran
27 Dr. S. Deb
59
62
Miscellaneous
016
28 Teaching of Hygiene by Shri K. Jitra
20 Teaching of Botany by Dr. B. C. Kumu
30 The Role of Science Tenching in
the Iligher Technological Courses ly
Dr. S. K. Chakrabarty
07

·INTRODUCTORY NOTE In their Resolution on Science policy of Varch, 1958 the Government of India recognised the fact that the key to national prosperty lies in the cultivation of science and the effective utilisation of the human and material resources of the country through industrialisation These broad objectires can be realiserd only through good education in science at all levels, from the Primary School to the University This 13 a huge task The National Institute of Sciences of India, therefore decided some time ago to hold 1 sy mposium on the Teaching of Science At first, it was proposed to confine the symposium to Science Education in Schoola only, but afterwards it was decided to include the teaching of science at the umrersity stage as well It 15 gratifying to report that some of the well knoro scientists in the country are participating in the spmposium The abstracts of the papers received up to the 25th of April, 1959, are printed in this brochure It is hoped that the present symposium will help to focus attention on the weaknesses of our present system of science education and to improve the methods of teaching science in our schools as well as colleges CHANDIGIRH, April 25, 1959. A.C Joshi (Contener)

·52
23 Science Teaching in Scondary Schools
and Colleges, how to improve it by
Dr. S. K. Bhattacharyya"
24 Teaching of Chemistry in Schools and us
Colleges by Prof. S. J. Vuklıerji
25 Science Teaching for Inclustry by
Dr. U. P. Basa
Teaching of Geology
26 Shri A. (i. Jhingran
27 Dr. S Deli
58
59
02
Miscellaneous
06
28 Tenching of llygrene by Shri K. Mitra
29 Teaching of Botany by Dr. B. C. Lundu
30 The Role of Science Tenching in
the Higher Technological Cour cg loya
Dr. S K. Chakrabarty

·AC Joshi Chandigarh After Independence, Eseryday Science or General Science has been included in the curriculum of pumary und middle (Jansor Secondary) classes is most of the States and graded syllabı have been framed by the State Education Departments The majority of the teachers, however who teach science to these classes kave never had any lastruction in science, either in their school or during their pedagogie training in a Normal or Basic Teachers' Training institution They are, therefore, not in a position to teach science order to assure even a moderately guod teachiog of acleace at the elementary level, it is necessary that the teachers should learn General Science either in their schools or during their penod of training as teackers at least up to the standard suggested for the Higher Secondary Examination This measure has been adopted from 1957 in the Punjab, where content courses in General Science and Social Studies have been made an integral part of the curriculum of the two years' pedagogic training of would be teachers of eleraentary schools It is essential that & similar step should be taken by other States in the country Turther, the teachers of the primary and middle classes should receive traming in improvising simple instruments required for teaching science to the elementary classes Th3t 13 necessary for several reasons gaten only during pedagogic education Such training can be

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·teachers to make fall use of the anstruments that they bare The teaching of science and development of scientific attitude among the school students through science clubs has not recerred much attention, though iaitual steps in promoting science clubs in high schools have been taken dunng the last two years through the financial assistance given by the All India Council of Secondary Education We have as yet no scbeme either for locating talent for science in the schools or any facilities for the full development of such talent Suggestire syllabı for General Science as well as for other science subjecta like Physics, Chemistry and Biology have been prepared by the All India Council of Secondary Education These ayllabi sre pretty detailed and give guidance to teachers with regard to experiments, etc, which the students should perform Many School Boards, however, bare not yet adopted these syllabı Farther, when science is de veloping so fast as at present there should be a permanent body constantly to review the syllabı and give dxections for the teaching of science This task cannot be done merely through committees or conferences meeting for a few days The Secondary Education Commission recom mended the compulsory teaching of General Science in bil bugh and higher secondary schools in the country. To implement the decision science teachers are required in large numbers This can be schwerede vuity ·not courses In the lugh schools and higher secondary schools, it will bo impossible to have trained N So 's for a long time to come The country will have to manago its higher secondary instruction in science mostly through BSc., B.To's/B Ed's, New science courses are being Introduced in the high schools in connection with tho schome to raise high schools to the lugher secondary Jovel and the developinent of multi-purposo schools Dlany of the old scienco touchers, horovor, baro forgotten what they acquired during thcir collego dny's and aro unable to perforin experiments required for tho Workshops on largo scales for tlin science teachers already in service aro pocessiry to refresh their knowledge Science education in high schools suffers a yrent deal from the lack of accurato scicace instruments Fairly lnrge grants are hoing given by the Central and State Governments for science equipment Tho total production of science instruments in the country is much less than the sanctioned grints As the import of science instruments from foroign countries 19 restricted, tho grants are not properly utilised and quite a good deal of money 13 wasted on instruments of poor quality. dlany teachers hesitate to usg the instrumchts for experimonts oven if they have them in their laboratories as they ars afraid of breaking them State Service for repair of instruments can bo I cry helpful in overcoming thus hesitation on trio part of ·teachers to make full use of the instruments that they have The teaching of science and development of scientific attitude among the school students through Stsence clubs has not received much attention, though saitul steps 10 promoting science clubs in high schools have been taken during the last two years through the financial assistance given by the All India Council of Secondary Education We bave as yet no scheme either for locating talent for science in the schools or any faculties for the full development of such talent Suggestive syllabı for General Science as well as for other science subjects like Physics, Chemistry and Biology have been prepared by the All India Council of Secondary Education These syllabi are pretty detailed and give gudance to teachers with regard to experiments, etc, which the students should perfurm Hany School Boards, however, have not yet adopted these syllabı Further, when science is de veloping so fast as at present there should be a permanent body constantly to review the syllabı and Bive directions for the teaching of science This task can not be done werely tbrough committees or conferences meeting for a few days The Secondary Education Commission recom mended the coropulsory teaching of General Science in ali kugh and bigher secondary schools in the country To implement the decision science teachers are Tequoed in large numbers This can be achieved only ·by having special courses. An All India Science Teachers' Association was established three years ago and has already dont good Fork in stimulating the interest of science teachers in the improvement of instruction through its annual conferences and its quarterly journal, the l'igyan Shikshak. Its activities, however, need to be greatly augmented. 2. A C. Banerjl, Calculla. 1. The need of Science education in our country, (n) As a part of general cducation. (b) As specinlised training. II. The teaching of Science in our schools (a) Its purpose :- (i) To give a good grounding for goneral cducation. (ii) To pick up promising young children having special aptitude for science and give them proper training, so that they may beromo in future good teachers of science, or good rcstitchers in science or may apply scienco to various purposcs useful and beneficial to life. (b) What to teach :- (i) To give a clear idea of what scienco is for children--not mero study of picccs

·of different branches of science but
study of problems that crop up in
inqusitive children's minds as they live
and grow up.
(11) To teach generalisations which would
enable pupils to interpret problems
occurring in their enyironments
(c) How to teach
{u} Ta
(1) To have proper teachers who would be
able to gtre intelligent guidance to the
popils
give satisfying angrers to questions
asked by young children, so that their
curiosity and enthusiasm are aroused
The answers should not be too technical
Formulas, detailed explanations, and
technical terms may be given at later
stage
(111) To leata carefully 'experimenting' by
simple proces es
(16) To develop the art of 'observing
(v) To cultivate the art of reading and to
differentiate between facts and fancy in
their reading
(d) Instructions to teachers
(1) To decide what the teachers bope to
acbrets by teaching science
5

·by having special courses. An All India Science Teachers' Association was established three years ago and has already dont good work in stimulating the interest of science teachers in the improvement of instruction through its annual conferences and its quarterly journal, the Vigyas Shikshak. Its activities, however, need to be greatly Augmented. 2. AC Banerji, Calcutta. I. The need of Science education in our country- (a) As a purt of general cducation. (b) As specialised training. II. The teaching of Scionce in our schools --- (a) Its purpose.“ (1) To give a good grounding for yoneral education. (i) To pick up promising young children having special aptitude for science and give them proper training, so that they may become in future good tenchers of science, or good resulrchers in science or may apply science to various purposes useful and beneficial to life. (b) What to teach (i) To give & clear idea of that scienco is for cluildrennot mere study of Pieces

·fuj & centralised Science Club of a centra.
lised Workshop may not be advisable
as such concentration is not always
desirable
el Proger recognition of the merits of Science
teachers of tbe schools
(1) Encouragement of initiative of school
teachers
(u) Fostering of interest in science and the
early trainwg of a good scientist are as
Talaable as researches done by the
scientists
(2x) Necocaition of mentorloug
teachers by Government and by science
academies through suitable honours
(h) Suitable textbooks and laboratory manuals
(0) Provisions of supplementary aids for
the teaching of Science.
(21) Recognition of gifted students by means
of awards, scholarskips, etc
sriance
III. Science teaching in colleges and aniversities
(a) General education IR Science for the
students in 'llumanities' Group.
(b) Specialised Training for science stodents
(1) Campetent teachers
(u) Proper textbooks
manuals
and laboratory

·(u} , Tlie teacher to be alert if he ię on the
right track and keeps to his goal.
(ii) To arrange for a naturo's trail which
would afford study of plants, animals,
rocks etc. and their inter-relationships.
(c) Consideration of Soviet School system :-
(i) Phenomenal advances in science and
technology in Soviet States.
(i) Iligh place given to Mathematics and
Science in school curriculum beginning
from the fourth grade :-
Mathematics, Physics and Chemistry
arc compulsory subjects. Children
unable to take thcsc courses are shifted
to vocationnl schools
(iii) Talent hunt' in Scienco. Exceptionally
gifted students are admitted into special
schools managed by the universitics
(iv) Criticism of Soviet system-attempt to
teach higlier Mathematics and Science
to those not having special aptitudo
would result in costly wasto. On the
other hand, rapid progress of technology
in Soviet Union speaks in favour of the
Sovict schvol system.
(1) Science Clubs and Workshops :
(i) Establishment of Science Clubs and
Science Workshops in Aclioola

·snience
(1) A centralised Science Club or a centra.
lised Workshop may not be advisable
as suck concentration 13 oot always
desirable
() Proper recognition of the merits of Science
teachers of the schools
(1) Encouragerbent of ustrative of school
teachers
(4) Fostering of interest in science and the
early traiping of a good scientist are as
valuable 18 researches done by the
scientists
(11) Recognition of mentorious
teachers by Government and by science
academtes through suitable bonourg
(hSuitable textbooks and laboratory manuals
(i) Provisions of supplementary aids for
the teaching of Science,
(11) Recognitian of gifted students by means
of awards scholarships, etc
Serence teaching in colleges and nuversities
(a) General education in science for the
students at 'Humanities' Group
(b) Specialised Trainiog for science students
{1} Competent teachers
(11) Proger textboks
məquais
and laboratory

·(iii) Science libraries–Central and Departmenta! (iv) Research facilities. (v) Science seminars. (c) Well-equipped laboratorics. (d) Science clubs, Scienco societies and academics. () Recognition of brilliant students by means of awards, scholarships, etc. IV. Research Institutes versus Universitics- (n) To consider whether more valuable rescarches are done in the Universitics or in the Research Institutes. (b) Whether the Research Institutes should be allowed to hold classes and confer degrees (c) To consider what facilities should bo given to university teachers researches. to carry on were H. Spurway, Indian Slatistical Instsfuls, Calculla. It will be suggested that an improvement in teaching standards would follow if exomination results in specific subjects no longer obligatory qualifications both for entering higher educational courses, and for academic, scientific, and technical appointments. India is much less liberal thinn westein countries in this respect, where it is common to change 8

·An
the subject of study, at least 18 pert, after every
examination, complete change of faculty 15 not
uncommon, and the highest scientific appointments
and honours un be obtained by people mthout
academic qualifications in either arts or sciences
under-deseloped country should be more and not less
flexible than ncher and more integrated societies,
because in the former it is more probable that able
men, through puserty or isolation, will fail to obtain &
conventional education The defence of the present
system that it discourages nepotism will be discussed
A relaxation of the demand for academic
qualifications till release educational establislıments at
ezery le el from the necesorty of attempting to teach
subjects for which they cannot afford the laboratories
L
t
Many of the courses offered at all levels are false
pretences which would be literally crimmalin
rommerce Students are cat prepared for their
examinations, more serious, they are taught in such a
way that they find it more difficult to respond to
scientific responsibility than someone who has not been
perverted by such teaching Such teaching also
tecruts students who bave the moBg aptitudes for a
fcientific career I have been told repeatedly by
Foung Indians that memory is more important than
magidation in science

·If the economic motive for attending such courses trere removed, this trould put & premium on teachers competent onongh both to be interesting and to complete their syllabus. It would also incrcasc the number of teachers which an institution would be able to afford for each subject. And it would immediately liberalize the education provided. A student who has to take scienco Intermediata, or B Sc., and has reason to distrust the competence of any of his teachers is not in the psychological condition to bo educated by his study Thero are many ways of evaluating the competence of educational institution. For example any institution whose students riot in an examination might be dobarred from entering candidates in that subject indefinitely. In England thio competence of all teachers of candidates for B.A. and B Sc. is judged by no other criterion than the quality of their published resusch Much of the monoy thus saved may bo concentrated on the teaching for what should be regarded requirocally ns tho Final examination whether the 19 the Master's degrce ay nt present, or an llonours Baclclor's degree as enviuged, and ns in the United Kingilom. a three-year course can easily be alregnel that rill qualify pcople sho have not previously stul a subject to what may be called tho ''internationa!" standard, provided they are selected and layo had this 10 ·experience of studying any subject whatsoeser in vluch They have been esadlined at an advanced level two-year course might be possible Such a policy is the rule in Fngland for some sciences eg Anthropology and Physiology In a country which lacks scientific personnel there is every reason why Zoology Chemistry and Phy ics should be taught in the saine way, so as to Tord attracting unsustable students wbicb is the inevitable result tf inadequate teaching to heginners The practice of awarding scholarships to young people of about 18 years of age for their senior education to retura for several years suus-quent service af teachers in government schools was introduced in France when the proportion of literates in that country tros comparable with that in contemporary Indı It still continues Suggestions will be made conefining the selection of sturlents for such advanced courses The problema is being worked on by psychologists in India and elsesshere and at least in the United Kinglom senior scientists are very pleased indeed with the students thus selected At present in India it is very difficult for anyone with less than 8 díaster 8 de zee to obtain emplormeat as a scientist and most non llasters have to be clerks or laboratory assistants when they sometimes discover that their book leataing is 80 bad as to be a lundrance Therefore st is less revolutionary than it seems to cat ·an If the economic motive for attending such courses Tere removed, this would put a premium on terchers competent enough both to be interesting and to complete their syllabus It would also increase tho number of teachers wuch an institution would bo able to afford for each subject and it would immediately liberalize the education prouded. A student who has to the science Intermediate, or B Sc, and has reason to distrust the conipotence of any of his teachers is not in the psychological condition to be educated by 1114 study There are many ways of evaluating the competenco of cducational institution for clamplo nny institution whose studenta riot in an examination might be debarred from entering candidates in that subject indefinitely In England the competence of all teachers of candidates for BA and BSc is judged by no other criterion than tho quality of their published research Vuch of the money thus saved may bo concentrated on the tcaching for wint aliould be regarded tinegurocally ns the l'innl craintnation whether thug 14 the Vasters degree ay at present or an Ilonours Bacliclor's degree ns envanged and ny in the United Kingdom A three year course can casily be design thint will qualify people who have not proviousis studied a sub} ct to uliat may bo called the international standard, provided they aro selectal nnd haso had the 10

·in their own right, later
In Biology , crudely printed Amoeba is not
allowed to proclaim the dawn of amrbal life 'The
spontaneous Generation or Cell from Cell only shout it
down Darmin had to wait for his conclusions 40 years,
the book could easily wait till its last chapter
A committee should approve of all students'
books The committee should consist of members
who are (or have been) original workers, writers and
teachers (all together)
6
I B Haldane Indian Slaltstical Institute, Calculla
I must apologize for my limited knowledge of
the subject I only know about the teachlag of
biological sciences in the up? Fersities, while my own
students have mostly been graduates in Mathematics,
though my teaching has been mainly biologica)
At its best, the teaching of Botant and Zoology at
the Y( Sc level is very good here it is not, the
fault lies partly with inadequate teachers, wbo, however,
cannot be produce 10 I bury, Partly sath
unsatisfactory syllabı, to which I retum, but very
Jangels with administration In all Brite universitics
known to me the Zoology coure is stro year course,
roughly speaking the vertebrites are studied in one
year and the invertebrates in another (though most
students take three years oret the course) la many
Indian universities both vertebrates and invertebrates
12

·down drastically the so-called science tenohing up to this level In the western countries it 18 recognised that a linguistic and humanistic education is no hardsłup, and often a great assct, in a laboratory; and certainly the quality of an education is always mom important than its content 4 Lt-Col S D S Greral, Calcutta, The tertbooks for School Finnland Intermediato students lave gained in size but lost in worth stendily since 1908 Small pruners and textbooks were then truc shastras of ugyan l'hey wero small books written by big men Through a process allied to Natural Selection they had come to the top and som acceptai by top ranking publishers sho mnes-produced them and priced them rers reasonably Towy sere clay on the cyc, and mavi to reul buying not only instructio but also interesting Today's books on the whole are jumala Koris, badly printed on sheip paper send man den ainsightly covers The sun ?n pell 1814 appenl, being too small and orriepos le ? with a faulo Tho subject-matter suffi rs from the same thin Overcrowded with details t'ur 1947 111 sficient of 1.rpaus109, 13 a ducosery liy to modo 18 not allowed to stay on the stage 19 a 1394 se under to be admired It is loned at one.bs not in and volumes. These letter shoulit day axay and 12

·in their own right, later
In Biology a crudely printed Amoeba is not
allowed to proclaim the dawn of aniraal life
spontaneous Generation of Cell from Cell only shout it
dom Darmin had to wait for his conclusions 40 years,
the book could easily wait till its last chapter
A committee should approve of all students'
books The committee sbould consist of members
who are far hare heen) original workers, writers and
teachers (all together)
6 JBS Xaldane Sndisy Stadsst cal 13/use Calcsilla
I must apologize for my limited knowledge of
the mabject I only know about the teaching of
drological sciences in the universities while my own
students bave mostly been graduates in Mathematics,
thaugh my teaching has been mainly biological
At its best the teaching of Botnp and 7 oslogy at
the $ 6c level 13 very good Where it is not, the
fault lies partly with inadequate teachers, sbo however,
cannot be produced in a hurry, pastly with
unsatisfactory syllabi to which I return but very
fargely with administration in all Britseb universities
known to me the Zoology course is a two-year course,
roughly speaking the vertebrates are studied in one
year and the invertebrates in another (though most
students the three years over the course) In many
Indian Universities both vertebrates and invertebrates
12

·are studied in each year. This almost doubles tho bours of work required per teacher, and it is no wonder that many teachers have little time for research or reading. I am told that the examination time tablo imposed by universities munkes this yraste of effort necessary and that similar waste occurs in other sciences. The standards at "Inter" and B Sc levels aro får lover relative to Britiin IIcre the fault lics partly with the professors It is normal in England for the head of a department to gne the "Inter" Iccturcs, where the students receive a general grounding, leaving more specialized topas largely to lecturers Unless he is incapable of interesting junior students, this practice seems most desirable in India The elementary teaching in many colleges is appalling The teachers have few failities and are grossly over-irorkel Students are not taught how to use a chemical balance or a lurette correctly they are totally ignorant of the meaning of much that they have learned by rote I his state of affair would be automatically remedied if elementary qualifications in the sante science were not required for entrance to an advanced course pool grouning m Botany, Chemistry, or even Mathemntics, 1 far more urful to an nspiring zoologist than a pror grounding an loology With negligiblo cxceptions, school science teaching is worse than uscless. For it ronvinces boys and girla

·that the essence of science is learning words and phrases
to which no precise meaning is attached Only one
Bcience conld be taught in schools with no laboratory
equipment beyond a hand lens and a sharp knife
This science is Botany It is in fact an admirable
introduction to all other sciences if properly taught
I would respectfully suggest that except in & tuy
minority of schools no other science should be taught
except as part of Mathematics or Geography, and that
a serioue effort should be made to see that teachers
know some Botany
I no pass to research leading to a doctorate
I think that in Zoology and Botany at least, it most
undesirable that students should leave India for this
purpose and I suspect that this is truc in other
subjects If zoologists or botanists must go abroad,
Japan is the country of choice The reseda is to fold
Doctorates are given to Indian students in Britain out
of pity and the standard is lower than in several
Indian universities Moreover the students are often
gioco problems involnng expensive apparatus, and
demand the same on return to India In my opinio
Indian scientists should go to Europe at the stage
when English ones commonly go to USA, Scanda
nay cte that is to say after publishing some
sesearch so that they haow where their interests lie
Finally, I consider the syllabus question The
most important reforms Deeded us in my opinion, to
escurage researed in toples which do uot Deed
16

·n011- expensive apparatus; notably genetics of inicroscopic organisms, ccology, animul brhaviour, and so on. It will be said that this is a defcatist attitude, dictated by the poverty of India. On tio contrary, these subjects have only recently becomo part of the curriculum for degrees in Europe or U.S.A., and India has not yet caught up. I believe that in many university departments the study of living animals is impracticabla owing to administrativo difficulties. If, for example, ono nishes to study tho distribution of timce of cmergence of a sample of 040 tasar silk motlıs from their cocoons, one requires over 640 cardboard boxes, a mi-proof room, and so on. Our does not know one's cract nccds beforcland. It may prove casier to get a microscope costing Rs 4000 than locully-made equipment costmg Rs. 100. Above all, in work on lwing animals or plants it is cssential to be able to buy neciled equipment at a few hours' notice withont sanction by an administrator The teaching of animal genetics in India in difficult because Drosophila melanogaster requires a cold room, and somo years' research would be needed to work out the genetics of n mundi inatit adapted to Indian sunmer. This could only be one loy a sorker who was nuthorizeil to improvisc equipment as needed Just the same is truc for the teaching of numa behaviour. The present administrntno sutent encou rages the wasto of money and makes the proarculum of rescurch on modern lines difficult or jinpossible. Inul 10 ·it is changed, there is a serious future for Biology ja Indian unlersities 6 NK Bose indian Museums Calcula With adesscing technology India has become a Inttle more science minded than before Out schools at one time were dominated by the traditional system of education in such information was stocked in the mind information being sostly received not from one's ofn efforts and enquries but from other sources This condition has not wholly left our educational world But a healthy change 13 noticeable, particularly after the introduction of the Basic System of Education introduced by Jlahatma Gandhi this has, however, not become as general 1.9 one could desire It is necessary that in science teaching students #bould be eucouraged to record the evidence Wise Ceachers try to develop initiative among stadents loetead of couching there Children should be encour aged to observe different plants, birds and animals as well as plaias mountains and rivers Teachers should accompany them and show them by elimple how wonderful the wing world of nature 19 around us de himself grows enthusiastic over the beauties of nature and as he becomes immersed in observation and experiment his entlinsiasm becomes infection and touched the heart and mind of bis pupult It is only 32 thus way that a wise teacher can help to create a truly AS 17 ·ner world in which his pupils begin to feel that they are not being taught but they themselves are the discoverers of new knowledge. Such an orientation of our entire cducational system is indeed difficult--difficult because there might be shortage of teachers of the requisite kind and also because it might be hard to weave such a system into the pattern of cristing educational organi. sation. But there need not be any reason for despair Organisation always comes liter. The beginning has to be made by the right kind of teachers If science teachers are encouraged to be their own selves and helped to groir initiative, oliservation and experiment on their own account then this new group of cmancipated teachers will form the screl of a new life in the educational world. When their number grows, orgausation can also change Organisation itself can never be a substitute for initiative just as ploughing in agriculture cannot take the place of the wood -both seed and ploughing are necessary 7. K. P, Basu, Planning Commisston, Ver Delhi, If the country sants to improve ita material and cultural standard of life, it can only do ro through the intende cultivation of cinnce on a large scale and its application. Teaching of science in arhools and at the university level plagºs a dominant role in 18

·maceting the need for scientists and technologists of
the nght type
In the teaching of scieoce the schools hale a
two-fuld role to play First they have to give the
necesary broond work to those who are going on to
the universities colleges of technology and similar
institutions with a view to wahe their career in somo
branch of science Secondly to provide a basic
Tackground knowledge of the fundamentals of science
to all students ellice no education can now be
07191 Jere I complete which cloes not include elements
of science in the same way that it includes an element
of listory language and of Vathematics Science
hans sta impart not only on the amenities of Irte bat
1lso on economics commerce and industry and on
ONC verz mides of thought Jach more thought has
bern desored to the non scientific education of
scientists than to the converse process Teaching of
scienc» slould be made compulsory in all our high
Echools
In the majority of our higher secondary schools
laxday teaching of science including Mathematics )s
hopelessly inadequate and cannot be compared with
the standard of USA Uh of VSSR pliere in the
top four classes while providing for training in
scientific subjects special emphasis is laudi on ibysics
Vathematics and Vlechanics. It rould be interesting
to note the distribution of class-lours by categories
ann suljects in the last 4 years aſ the 10 jaar high

·ner world in which his pupils begin to feel that they are not being tanght but they themselves are the discoverers of new knowledge. Such an orientation of our entire educational system is indeed difficult-difficult because there might be shortage of teachers of the requisite kind and also because it might be hard to weare such a system into the pattern of existing educational organixation. But there need not be any reason for despair. Organisation always comes later. The beginning has to be made by the right kind of teachers. If science teachers are encouraged to be their own selves and helped to gror initiative, observation and experiment on their own account then this nem group of emancipated teachers will form the seed of a ner life in the educational world. When their number grours, organisation can also change Organisation itself can never be a substitute for initiative just as ploughing in agriculture cannot take the place of the seed - both seed and plonghing are necessary. 7. K, P. Basa, Manning Commission, Ver Delhi, If tho country wants to improrc its material and cultural standard of life, it can only do so through the intense cultivation of science on a large scale and its application. Teaching of science in schools and at the university level plays a dominant role in is

·meeting the need for scientists and technologists of
the right type
In the teaching of science the schools have a
two-fuld role to play First, they have to give the
necessary ground work to those who are going on to
the untersities, colleges of technology and similar
ing/itutions with a vies to make their career in some
branch of science Secondly, to provide a basic
Lachground knowledge of the fundamentals of science
to all sturients since 1o education can not be
cong Icred complete which does not include elemente
of science in the same way that it includes an element
of History, language and of Vathematics Science
has its sapuct not only on the amenities of life but
also on economics commerce and industry and on
our very modes of thought hoch more thought heels
been devoted to the non-scientific education of
scientists thon to the converse process Teaching of
science should be made compulsory in all our high
Echools
In the majority of our higher secondary schools
toder teaching of science including Matlematics 18
hopelessly inadequate and cannot be compared with
the standard of USA, UK OY USSR where in the
top ſuur classes while providing for training in
bcientific subjects special emphasis 29 lud on Physics,
Mathematics and Mechanics It would be interesting
to note the distribution of class-lours by categories
anes subjects in the last 4 years of the 10 jest hugh

·science teachers, particularly in the top-inost classes published a pamphlet putting the claims of teachung school curriculum in the U.S.S.R. and the 12-year high school curriculum in the U.S.A. Serious effort should be made to develop in cach of our higher secondary schools at least one section of 40 students where training in scientific subjects on the lines of schools in the U.S.A. and USSR should be provided. For the proper and efficient teaching of science in schools it is necessary to take stops so that the schools are proporly supplied with graduntc science teachers of good quality. There is shortage of science teachers in schools because the promiso of greater material rewards lures the science graduates into administrative, industrial and other fields The conditions of service of science teachers in schools should be such as to attract really capable men to the profession. Faced with the problem of paucity of Ecience teachers in schools, the following steps havo been taken to increase the supply and quality of science teachers in U.K Their salaries have been improved. In 19.38, a graduate science teacher in a grammar school got up to £ 480 per annum, in 1948 n senior sciencé master got £ 800 a year and today he gets £ 1400 a year. The age of retirement of teachers in schools was raised in 1955 from 15 to 70. Neighbouring schools have been encouraged to sharo Three or four years ago the Ministry of Education in schools as a career to university science graduates. 20 ·Thu being supplemented by regular visits to the anibershes of distinguished directors of education, bezrizzasters and science masters to put the claims of teaching to third year science under-graduates Such visita bare proped qute successful Some measures on the above lines buve to be Adopted in our country While men are obsously more important than material and money and some teachers achiere excellent results sub ibe most make shift equpment, without ndeguate laboratory facilities and screntific instruments the teaching of a science teacher in school become ineffective Immediate steps are necessary for the provison of adequate laboratory facilities and the suppls of the necar-zes scientific instrunients of the right totc to schools Greatest mee should be trken in prescribing textwks containing correct information Steps may be taken to have such textbooks sitten in English and regional languages An intensive programme of lectures demons trations and exhibitions should be arranged nt different centres which should brip to interest young pupils in srlooli ax well as the public in science The National Institute of Sciences may set up a Penal of Lecturers who will be asailable to any centre where popular lectures on any branch of science are manten lectures should cover all aspects of science including These ·school curriculum in the USSR and the 12 year high school curriculum in the USA Serious effort shonld be made to dos elop in each of our her secondary schools at least one section of 40 students where truning in scientific subjects on the lines of schools in the USA aunt USSR should be provided For the proper and efficient teachmg of science in schools 16 18 necessary to take steps so that the schools are properly supplied with graduate science teachers of good quality There is shortage of SCIENCO terchers in schools because the promiso of greater material rewards lures the science graduates into admunistratie, industrial and other fields Ilic conditions of servicm of science teachers in chools sliould bc such as to ittract really capable men to the profession Taced with the problem of paucity of science teachers in schools the follow ng stops house been taken to lucre ise the supply and qualits of Their sılıries he licen science teachers in UK improved In 1938, a graduate science toucher ni granımır school got up to £ 480 per inom in 1948 A senior science master got £ 800 & ver and to lay he gets £ 1400 & jerr The age of retirement of tercliers in schools 1 as rused in 1995 from ou to 70 Neighbouring schools have been encouraged to share science teachers, particularly in the top most cl1983 Three or four years ago tho Almistry of Leucation published a pumphlet putting the claims of tenching in schools as a career to unn ersity science graduates $ 20

·This is being supplemented by regular visits to the
universities of distinguished directors of education,
bearlmasters and science basters to put the claims of
teaching to third year science poder graduate. Such
fisits barc prosed qute successful
Some measures on the above lines have to be
adopted in our country
Wule men are obriously more important than
material and noney and some teachers achieve
excellent results with the most male shift equipment,
without adequate laboratory facilities and scientific
instruments the teaching of a science teacher in school
becomey neliective Immediate steps are necessary
for the provision of adequate laboratory facilitile and
the supply of the necesary scientific instruments of the
right type to schools
Grentry care should be taken in prescribing text
books contrınıng correct information Steps may be
Baken to have such textbooks witten in English and
regional languages
An inten ive programme of lectures demons
tralians an exhibitions should be arranged at different
Centres whicle shosli belp to interest yonng pupıls in
schools a4 well as the public in science The National
Institute of Sciences may set up & Pensl of Lecturers
who will be available to any centre where populac
Lectures on any branch of science art santed These
lectures should cover all aspects of science includin

·history and philosophy of science The main burden of training of futuro scientists and initiating them into methods of research has to be borne by the universities and it 18 necessary to ensure that the ennoluments, research grants and other facilitics available to the university teachers are adequate and in no way inferior to those available to peoplo in similar positions in the administrative services, in national Inboratories and clsewhere Incidentally, it may be mentioned that in UK while in 1938 a university lecturer rose to £ 500 per annum, a render to £ 600 a year, the correspondmg figure to day for a university lecturer is £ 1 650 and for reader £2,100 She Director of a Laboratory gets about # 3,400 a year Place of rescuch in universities and post graduate teaching must be recognised With out research any programme of post graduate teaching will fail An cssential qualification of a university teacher 18 that he should be capablo of increasing knowledge by research If science has become very important in modern life, modern physics has come to occupy the most dominant place in the field of science The time has come when schools of post graduate teaching and research in modern physics should be developed in ant Lach auch school least four universities of India should have adequate number of competent professors Teaders and rescarch fellows on the staff 22 ·8 B Mukerji Lucknor Science is playing an increasingle important part in the day to day lives of the students and teachers of the schools and colleges of this generation The teaching of science has been comparatirely of recent origin as compare to the art subjects at the school level very little atte:npt has so far been made to give adequate science teaching on une comparable with that existing in Europe and America There is no doubt that an organised attempt must not be made to coke & system of science teaching both at the school level and at the college level to fit in with the needs and requirements of s rapidly des eloping counte such as ours Science tuchung in schools must be strengthened The time proportion between arts and science subjects should be adequately broadeged in such a way that the students mind can develop a balanced outloob on saience and humanities If there is an emphasis on science over the humanities for the next 20 years of life of In lian students perhaps that would not be con leted undesirable At the school level a wide coverage of science mhjects inclu ling both physico-chemical and biological sciencrs should be attempted Dae prominence roust bor pen to Vathematics shich is the foundation of all gCiances Physiology and Psycholozy must be introdaced more & purt of stience teaching in the school vel 23 ·history and plulosophy of science The main burden of traimng of futuro scientists and intinting them into methods of research ins to be borne by the universities and it is necessary to ensure that the cmoluments, research grants and other facilities available to the university teachers are adequate and in no way inferior to those available to people in similar positions in the administrative services, in national Inboratories and clsewhere Incidentally, it may be mentioned that in UK whilo in 1938 a university lecturer roso to £ 500 per annum, a reader to £ 600 1 year, the corresponding figure to day for a university lecturer 13 £1,650 und for a reader £2,100 The Director of a Laboratory gets about £ 3,400 a year Place of rescarch in universities and post graduate teachmg must be recognised With out research any programme of post graduate teaching will fail An essential qualification of a unnersity teacher in that he should be cip?ble of increasing knowledge by research If science hus become very important in modern life, modern physics has come to occupy the most dominant place m the field of science The time hns come when schools of post graduate teaching and research in modern physics should be developed in at Inch such school least four universities of India should have adequate number of competent professors, readers and research fellows on the staff 22 ·close contact between the teacher and the students stoull be engared by organisation of tutorial work Engyel should be the medium of instruction Admiscon to the Unizersity should be strictly confined to the really mentorjous students and be limitel 19 namber Incompetents should be seeded out by an expert selection committee Quality and not quantity should In the main objectne, purticularly in assessing merston the basis of research publications All aabealthy compe tition for recoguition based on the mere Quantity of research papers should le discouraged This 18 of particular importance in awarding degrees lys research 10 NR Sex Calexia Every science has some distinctive traits at eserye stage of its development The fundamental parts of Science are not subject to varying fiuctuations ng are the borderlines of knowledge still they may be biexed in different hghts wbich may be thrown down upon them from the upper regions of scientific thought Scientific instruction in our schools and colleges should take note of this and should be somewhat coloured hy she tendencies of scientific thought of the time l'undamental obsersational facts sliould be firmly firested attention should be drawn to inferences and wurking hypotheses and at least at the graduate stage the students should realize their significanct There aliould be no tendency in one with instruction of this type to yegard every tination of older Ideas as heare35 ·tions from overy day life In other words, this will constitute a course of every day science In the second stuge comprising the IX and X classes the students will be required to obtun an elementary knowledge of any two basic sciences preferably of physics and chemistry Suitable textbooks for these two courses are to be prepared The medium of instruction should be the regional language retaining as fır as practicablo the internationally adopted symbols and terminologies Students should be encournged to perform simple ceperiments in order that they may develop a scientific attitude of mind and be mitiated into the scientific mode of thinking In colleges the inedium of mstruction should preferably be Lnglish Mere acquisition of facts with out assimilating the findamental principles and generalisation involved should be discouraged Admis sion to colleges should be restricted to students who have given definite cvidence of interest and aptitudo for science in the school 1oo much of technological detnils should not be mixed up with courses of fundımcntal science Overcrowding should not bo allowed under any circumstances and full facilities for intensive practical work should be provided In tlic University where a single scienco subject with specialisation in any particular branch of the same constitutes the course more time should be spent in the laboratory work thun for attending lecturcs А 20 ·close contact between the teacher and the students shoul I be ensured by Organisation of tatorial work Fagush should be the medium of instruction Admie son to the Unni ersity should be strictly confined to the realls niertorious students and be limited in number Inrompetents should be veeded out by an expert selection committee Quality and not quantity should Due the main objectire particularly in assessing went on the basis of research publications All onbealthy compe tition for recognition based on the mese quantity of research papers should be discouraged This is of particular importance in awarding degrees by research 10 XR Sen Calcutta hvery science has some distinctive traits at every stage of its development The fundamental parts of Science are not subject to varying fluctuations ng are the borderlines of bookledge still they may be Framed in different lights which may be turown down upon them from the upper regions of scientific thought Scomplific instruction in our s hools and colleges should take note of the onl should be somesbat coloured ting the tendeories of scientific thought of the time lur lamental observational facts should be firmly stressed attention should be drawn to inferences and working hypotheses and at least at the graduate stage this students should realize their significance There aliould be no rendency ta one frith 10struction of this type o temas etery Taration of oldet idens as hmuay ·In theoretical studies attention should be paid to the logical development of the subject from natural laws and principles supplied by observational facts. Deriving of mathematical formulac for use not from fundamentals should be discouraged. This ovil exists in our courses in Physics in many universities and should be energetically cradıcated. 11 M R. Sahni, Chandigarh The fall in educational standards is not connected mainly with fall in teaching standards, but is due to changed psychological and social environment. This has affected intrinsic interest in the finer aspects of scientific work. Werc it not so, it would be inconceivable tunt nearly all the outstanding men of science this country las produced are the product of science teaching when the so called standards were much lower than today Among other reasons for such deterioration a10 the following: 1. Lack of uniformity in syllabi and methods of examination 2. Lack of inspning teachers or qualificd men to guido research 3. Insufficient appreciation of Indian research workers, combined with preference to second rate foreign workers. Lack of a suitable language policy which 28

·has led to uncertainties regarding the future
of science teaching in India, whether in
Hindi or English It bas also led to the
production of unsuitable translations of
Science textbooks
5 The Science Congress has also adversely
effected standards of research by publishing
"Abstracts” of scientific wyestigations which
have scarcely any value
The following measures are suggested to improve
standards of science education
mer
Provision of greater measure of security to
students so tbat they are unhampered by
extraneous difficulties in their day today
he
Greater interest in current research by
students at the graduate and post graduate
level
3 Exchange of teachers by Indian Universities
and exchange with foreign Universities
Restriction of admissions and increase of
stail revisad methods of recruitment of
staff and review of appointments made
irregularly
Field training in the case of the field
sciences
Se nous action against cheap note books
tunt hereptance oi Th D and D $c theses only
29

·of adjudged suitable for publication in the form submitted” 8 Curtarlment of the length of theses subject to certain conditions In the case of schools he advocates 1 A museum for erch school 2 Field trips for natural history study 3 Encouragement of poners of e pression by menus of wall newspapers" and 4 Ladison between schools and colleges Tinally, it is necessari tlint those who gude the educational and technological destiny of the country should be themselves actire teacher research workers men of science, not pure administrators so that the can appreciate the tea hnical fuets of various problems associated wsth science teaching educational standards and so on 12 CS Ghosh Unterst) Rorher Universal cducation is of momentours toner » our present age, specially because of our democratic parliamentary system Education is th house of true democracy and without it a democriti fum of government might easily be overthross cational system has to adjust itself , the wocial revolution which we are in the procesy et une ryowg Further, we must be conscious of the links into scientific and technological times 30

·We are not still clear about the aims of
erfucation in general and science teaching in particular
There 13 a great divergence of ominion and prachce
Technologically advanced countries like UK and
USA feel that the system of education specially in
the secondary state, should be reasonably flexible
In formulating any educational method we must
take into con deration the calibre and standard of
students who are Loing to be taught and their environ
ments at home
Fducation in the past, froni academic point of
metr has alwar's been an analytic and generalising
approach On the other hand there is a general
Bentiment of hostility or apathy among the stndents
tryez] Bals Arell provided library with generous
facilitza help to create the atmosphere for students to
oreroome this apatby and to become good teuers
In regard to teaching specially science tenching
10 shool that is needed are an atmosphere and
mathal of terching sabscb shall gue the students at
all levels a sense of the value and excitement as the
fource of an attitude to life The teacher should
apen much of lus dimga maling retain students forget
sley are in schwol Only after they have got
interested in the subjects being taught they are to be
reminded of the school set-up The best approach to
thuyet us the attitude of informality by the teachers
A teacher 35 to be less conventional and more and

·if adjudged "suitable for publication in the
form submitted”.
8. Curtajlment of the length of theses subject
to certain conditions
In the case of schools he adrocates
l. a museum for cach school
2. Field trips for natural history study
3. Encouragement of powers of expression by
means of "wall netrspapers", and
4. Lauson between schools and colleges
Finally, it is necessary that those who guide the
cducational and technolog34 al <lestny of the country
should be themselves actie teachers research workers
men of science, not pure administrators, so that they
can appreciate the technical fuets of various problems
associated with science teaching tdutational standards
and so on.
C. S Ghosh it!
Universal education 3-03 Ponoutous concern i
our present age sperulle her allse of our emocratic
parliamentary stutem Etuition is the basis of true
democmcy and without
a democratie form of
government might cash lowe overthrown The du
cational system has to adjust itself to the serial
revolution which seite in the process of undergroing
Further, tre must be connectors of the progress into
Acientific and technology s} (2011
30

·unobtrussels, controlle } and purposeful In the Vestern countries, in regard to the scope of teaching, the general trend is towards a more fluid notion of the curriculum An imaginatite grouping and ruterweaving of studies in certain subjects is essential There should be a kind of science teaching that aims rather at communicating some sense of the scientific method than at giving instruction in & particular branch of science There should he & little knot of practical subjects On the other kind, however, successfully the leachers' saterest in the subject and life has been commuted at 15}be found that the students long to have their fork assessed as for the passing of an examinatimp To make the best of this situation, towards the end of his school session, student may be given a body of work that sprang out of the schools' own course of study and that was on a theme or of a mature decided by consultation between the student And his teachers Such tests should, however, rensam indusdual and flexible The goal of education should Be to persuade the students to continue their education in some way or other after they hale left school Regarding science and practical education there should be a good blending betteln practical and useful education on the one hand and arts and fumanities on the other The approach to education should be feared to the working of the present day pacientific civolieation The stadent should be made 33 ·more the relaxed informant and guide. The ani must be to provide as much formality as is good for a studeat, for the rest there has to be a selise that schooling is not a process separate and formal and rather enclosed By paying attention to the young studenttretch kim, study him constantly", said Rousseau it is posuble to psychologise and humamse learning We should attempt to relate terchmg to the immedite interests of the young student By "immedinte Interest" is mcant not only the interests lic alrendy hins, it also, to a less extent, implies the need to stimulate neu interesta to carry him forind to rinchartered reaches The teacher has to noto 119 rendiness for new interests a spontancour y carning, a sudden impulse of the soul A teacher must 110330 a clear and definite der of what b?nically lic needs to do and to lielp the students to do, he must alusas y be reads to digrees to take advantage of the enthusiasın of the moment The material of teaching, specially sciener teaching in schools, must be taken if possible from ameduto sources, for the reason that such material is not an abstract des but an lionest true to life mnteria! The teaching, at all costs, must show that education 19 concerned with the honest cicry day stuit of existence Daily incidents should be looked at in an atmosphere that, though informal instil a school atmosphereman atmosphero of study thut is, however 32

·anobtrucitels, controlled and purposeful
in the Western countries, in regard to the scope
of teaching, the general trend is towards a more fluid
notion of the curriculum. An imaginative grouping
and interneaving of studies in certain subjects is
es«ential There should be a kind of science teaching
that Bims rather at communicating some sense of the
Kcientific method than at giving instruction in a
purticular branch of science There should be a little
knot of practical sulyjects
On the other hand, however, successfully the
tachars' interest in the subject and life has been
communicated, it will be found that the students
Inng to have their work assesscd as for the
passing of
on examination To make the best of this situation,
towards the end of bis school sessjon, student may
be given a body of work that sprang out of the schools'
09n course of study and that kas on a theme, or of a
unture decided by consultation between the student
and by teachers Such tests, should, however, remain
derdual and flexible The goal of education should
Ine to persurle the students to continue their education
in sonic way or other after they have left school
Reparing science and practical education there
aljould be a good blending buisgeen practical and
ustul education on the one hand and arts and
humanities on the other The approach to education
alexsid be paid to the earling of the preseat day
Kichlidic civilisation The stadent should be made

·to understand the social context of his work It must be remembered that the adult life of our students will be concerned not primarily with books and the past, but also with the working of our complicated scientific econonly in the present. What we want today is science graduates who can think and act for themselves, graduates who cani choose between truth and falsehood, wisdon and folly, beauty and ugliness, and thus contribute, by their nature, a good society. 13 Ts Mahabale Poona Uniersity, toona The teaching of science at different stages in the history of developinent of a country has to have different objectives. Jore understanding of scientific phenoment and intellectual pursuit would not be enough In the present state of development of our country, our courses need to have a strong applied bris For this purpose, sound brckground and comprehensive understanding of more than three or four different science subjects are essential, and to achove this one teaching should hıc more objective and practical It slould evoko curiosity of young manis in schools and should provide enough data at the graduate level At the post-graduate level, it should give freu scopo to a student for spocalisstion either in applied or thcoretical subjects. Adequato buckground of theory in allied subjects alone will enable him to be useful in branches 3-4 ·inore than one To acheve this, our courses will have to lo scorsentated More hobby rooms, workshopy, misums rcadlıog toiternl and better teachers have to fura pravilal At the highest level, tcaching of science ten is to brcoma personal as no utterances from pulpit en enthase a sta lent to pursue science for its own sike Research iy example set forth by person, vleeply wekiled to the pursuit of science 14 far more effective than mere class yoorn teaching Ogr examination eyalem should also be remo It should discourage cramming and encourago orginal thinkinIt should test more the ability of a xtu funt to utiliza hnowledge le 11.19 gained to Snce new Astortion and problrms, rath = than t know how far bian kis or has not learnt partain things froin books More emphasis therefore should be put on day-to day track and that should be given credit in the exami- Flation Looking to the needs of train d personnel in science in India today, linking of science teachg with retcarrh andi technology 1 inevitabile It could be done in any language but not at the cost of standards KL Bhalla Dihi Unitetsty Tenclunt BIANCA to children skoall fyre related to things inna-duatrly around the child-liome, garden, fielda, vitlana or toren foram obertations, primary requisite Nain, tansson, change in 3-3401, sky, forccant ·to understand the social context of his work. It must be reinenbered that the adult life of our students will be concerned not primarily with books and the past, but also with the working of our complicated scientific economy in the present. What we trant today is science graduates who can think and act for themselves, graduates who ain choose between truth and falschood, wisdom and folly, beauty and ugliness, and thus contribute, by their anture, i good society. 13 TS Mahabale Poora Un ersity, Poona The teaching of science at different stages in the history of der clopment of a country has to have different objectives. Vere understanding of scientific phenomena and intellectual pursmt would not be enough In tho prosent stato of development of our country, our courses need to have a strong applied b119 For this purpose sound background and comprehensive understanlırg of more thin three or four different scicnce subjcote are essential and to achieve this our teaching should be more objective and practical It should evoko curiosity of young minus in schools and should provide enough data at the gradunto level. At the post-graduate level, it should give free scopo to a student for specialisation either in applicd or theoreti. cal subjects Arlequrte buckground of theory in allied subjects alone will enable him to be useful in branches ·inore than ade To achieve this, our courses will have to be reorientated Vore hobby rooms, work shops, museums, reading material and better teachers have to bas provided At the highest level, teaching of science tends to become personal, as no utterances froma pulpit can enthuse & student to pursue science for its dun nake Research by example set forth be persons deeply redded to the pursuit of science is far more effectue than mere class room teaching Our examination system should also be remo It should discourage cramming and encourage original thinking It should test more the ability of a stadent ta utilize knowledge he has gained to face nett *****cions and problemas, rather than tw koos how far he has or has not learnt certain things froin books Voce emplasis therefore should be pat od day-to-day work and that should be giveu credit in the examination Lvoking to the needs of trained personnel in edience in India today, linking of science teaching with research and technology is inevitable It could be done in any language but not at the cost of standards M 2 Bhadis Delhs Unilessly Teaching science to children should be related to tbings immediately around the child-hotge, garden, fields, village or town Some observations, primary requisite Rain, mongoon, change in season, sky, forecast 35

·Flowers, lomils Vodorn inventions—tolophone,
telegripus, Wireless, Radio, Tolevision, Electric light,
Hydro electric, Atomic cnergy ir, motor, and stcam
transport Factories, mills, printing press cloth mills
etc
Hobby workshops with differont gadgets whore olemonts
of Physics and Chomistry etc could be learnt
Garden for the study of plants, zoological garden,
aquarum muscuim
Excursions to country farms livestock slam areas to
sec nocd for sinitation, water works, power louso, and
other projects
Visual aids--netvsreels, cinemas
Free choice of science subjects for study
Adequately cquipped laboratorios, qualified teachers,
proper librırics Frequent practicals, bettır textbooks
Model Inboratorics in cvery town Refresher course for
teachers, Scientific eplulitions
Boys and girls should be whened to tho frontiers of
hnowledge and growth of cach field Is it necessary to
give different scientific training to girls? Multipurposo
schools
English must remain a medium for teaching science
Lending scientists should talk and demonstrate to
36

·school students in emaple language their scientific
researches (British Association for Advancement of
Science, 1958)
Three yeara' degree course
Screening necessary, and an aptitude test essential
Final choice of subject combination at the stage.
Carefully challed out syllabus
Blass and subsidiaries Tool subjects need equal
attention
General education course essential Pure science courso
mot advised lore emphasis on Practicals Science
glubs
Growth of scientifir ideas, discaveries, inventions and
impact of science an civilization mther than lot of
textbook knowledge
Honours, or Pass and VI Sc should be integrated courso
of studies
Na specialization at this stage Reform in teaching and
examination systems necessary Choice of profession
15
KC Mulbell Calculta
la the Higher Secondary School the laboratory
nurses in Physics Chemistry, Physiology, Psychology

·in
etc have been introduced, but I feel that the
informational COUrses
Natural Science--not
Os crburdened by insistence on technical hboratory
work to taken interest in science may also be
introduced in the Lower Secondary School work This
informational course for science instruction is to be
Very carefully made in a way to make the pupils
acquainted with the phenomeni of nature which are
directly valuable to the learners In the framing of the
course the need of the facts or the psychological needs
of the leirners and their caprcity should be pirticularly
emphasised without reference to the logical need or
relation of the subject matter Indrudunls being
biological organisms and Psychology being a plase of
Biology all pupils should have some know ledge of
biological and psychological facts and principles for
the maintenance of their life and health So tlıc nature
of science instruction in the informational course wall
include the facts and principles of certain sciences
which are useful for the affairs of ordinary life of
av ernge indivuals
16
SC Seal Calcutta
For modern inye of loung the importance of
teaching of science in schools as a compulsory subject
cannot be over-emphasised It is necessary for the
purpose of moulding our younger generation to de clop
is good citizens and to build the proper foundation for

·a useful career. Fortunately, this principle has recently been accepted by the educational anthoriting in els country, but the bottleneck is in the actual implemento tatina of the scheme. In 1956, the anthor and am the members of the National Institute of Srianers to take active interest in the problem and to assist the Edacation Department with their saloshle suestion ami guidance. The problemas, as they stand nos, MO be discussed under the following beads -- I Plinning of carricalem for diferent graches of school teaching ? Preparation of appropriate textbooks ínt each grade Selection of adequate namber of teachers om their qualfication and remaneration. 4 Methods of teaching mdidartir, demonstration and practicals. Provision of adequate laboratory faríliting and equipinents for practicals anni caricrotrations on various doirace enbjesta. & System of Examination. Choice of further studira, For the purpose of planning of marrirnloostis entire school career can bs (143let inuu four staffz- (1) Prunary (up to 81103 IV}, (2) Upport Primary Castro class VI), (3) Secoulary, and (4) 31191.png Pornstary, It may le pointed nut that stunt definiting the cuinculum Ried textywks cannot be written, an ·courses etc. have been introduced, but I feel that the inforniational in Natural Science--not overburdened by insistence on technical laboratory Tork to awaken interest in science may also be introduced in the Lower Secondary School work This informational course for science instruction is to be very carefully made in a way to inake the pupils acquainted with the phenomena of nnture which aro directly valuable to the learners In the framing of the course the need of the facts or the psychological needs of the learners and their capacity should be particularly cmphasised without referenco to the logical need or relation of the subject-matter. Individuals being biological organisms and Psychology being a plase of Biology all pupils should have some knowledge of biological and psychological facts and principles for the maintenance of thicir life and health. So the nature of science instruction in the mformationnl course will include the facts and principles of certain sciences which nre useful for the affairs of ordmory life of average individuals. 16 S C. Seal, Calcutta For modern ways of living, the importance of teaching of science in schools as a compulsory subject cannot be over-emphasiscd. It is necessary for the purpose of moulding our younger generation to develop as good citizens and to build the proper foundation for 93 ·ever 89 8 matters.dising and inanimate, preliminary basic ideas leading to study of Physics, Chemistry, Biology,etc (2) Hygiene & Vlysiology Upper Secordur General Science-lugher grade, and clecine subjects - Physics, Chemistry, Biology,ctc and Physiology & Uygiene should, honcontinue compulsory subject Care should be taken that the yowg yrain is not ofesburdened with too many subjects and too much details Mathematics should, however, be 8 compulsory subject all through Craft should only be an additional subject Social Studies may be dovetailed with Physiology and Hygiene In the proposed curriculum as published by the Board of Secondary Education of West Bengal a large number of mistakes and discrepancies have been noted, besides some obvious defects in the preparation of the curriculum and the syllabı All these need thorough stuting and revis:OD It is therefore proposed that a Committee divided into several sub-committees may be cunstituted to deal with the problem of science teaching in sehools both in compartments as well as & vhole, and be asked to prepare and submt their final recom mendations within one year ·without the latter teaching cannot be standardised Indeed, a good textbook can often cover up the dearth of good teachers The methods of teaching should also le orginised in a simple and practical manner ns far as possible for ench grade of students supported by demonstration of simple erperiments and practicils Proper and adequate amount of equipment and suitable prictical laboratories are the tiro essential adjuncts of good and effective tenching The system of e Fami nation also needs a careful consideration It may not be wise at the initial stage to Icare thc examination in the hands of the school authorities themselt es leading to obvious variation in the standard It is suggested that the science subjects slonla be taught in the following sequence Primary Classes (1) Study of the things (11p to class II) around us, in simple descriptive form, to creato interest and inquisitiveness (2) Cleanliness and practice of primary rules of health Upper Primary Beginning of General (up to class VI) Science, and of regular Hygiene teaching Secondary (1) Generl Science dealing Fith things on And around the carth 1 2 3 40 ·and mattersiving mnanimate, preliminary basic ideas leading to study of Physics, Chemistry, Biology,etc (9) Hygiene & Physiology 4 Upper Secondary General Science-lugher grade, and elective subjects Physics, Chemistry, Biology, etc and Physiology & Hygiene should, however continue as a compulsory subject Care should be taken that the young brain is not Overburdened with too many subjects and too much details Mathematics should, however, be a compulsory subject all through Craft should only be an additional subject Social Studies may be dovetailed with Physiology and Hygiene In the proposed curriculum as published by the Board of Secondary Education of West Bengal a lurge number of mistakes and discrepancies have been noted, besides some obvious defects in the preparation of the carnculum and the syllabı All these need thorough actutuy and revision It is therefore proposed that & Committee divided into several sub-committees may be cunstituted to deal with the problem of science teaching in schools both in compartments as well as a whole, and be asked to prepare and submit their final recom mendations within one year

·M S Krishnas Andhra Unterstly Il allas
The proportion of chuldren attending Primary
schools in India is still a minority and thus proportion
is steadily reduced at Secondary and High School levels
Little scrious thought secins to have been bes
toned so far, on science teaching in schools
primary level clementary scicuce should deal in a
genoral way with natural phenomena fimilir every
day objects and nature study much of the can be
introduced through linguc study classes In the
Middle and High School stages fundamentals of the
major branches of science shonld be taught with cuperi
ments and observation l'ho xsary subjects will be
Gcography, IIistory and Cirice Physiology ilygione
and Drawing The teachim in the High School stage
should am at good stand in so that when the
students enter technical or vocational schools or tho
university they will have a good sound background
At present too inmyndumul subjects are
trught and too many textbooks prescribed because
there has been no logical thinking particularly in
regard to the steady improv ments of standar is in the
schools
Unsuitable teatboshs are prescribed and
these are frequently changed
A definite bigs can be brought into the Iligh
School staze in onlar to separto out students into
groups to fit them into the pattern of further studies
they would undertake

·Physical Sciences--for those who will take up
Science, Technology and Engineering
Brological Sciences for those tahing up Biology,
Medicine Agriculture, etc
Humanities and Social Sciences---for those taking
up Mistory, Sociology, Philosophy, Law, etc
In the High School there should be a careful
separation of the groups who will go in for vocational
technical tisrning and those good enough to go to the
unrersities and higher institutions, Rhich otherwise
will become increasingly cluttered up by persons of
poor calibre leading to national taste and inefficiency
18
KP Chattopadhyay Calcutta
The importance of teaching science in schools in
the present age to meet national requirement of
trained personnel Teaching of science in schools 31
En find Scotland, Denmark Sweden, France,
USSR and Czechoslovabia as observed by the writer
in course of visits to schools in these countries on
tferent occasions The teaclung of science in schools
au liest Bengal The syllabus as framed now for this
purpose Suggestions to minunee cost and to improve
teaching in the light of the writer s prefious expenence
in Education Officer Calcutta Corporation and his
with High Schools ordinary and
multipurpose Difficulties of colleges
88sociation

·19 J N Basu Calcutta In the syllabus of the Secondary Schools up to class X, a subject under the name of General Science 18 mide compulsory to be learnt by ciery boy and girl This carries 50 marhs out of the total of 800 marhs prescribed for the School Final Examination as follois 150 Total Marhs-800 Lnglish Bengali Mathematics Sanskrit History Geography General Science Ilectives 150 100 100 100 50 50 100 800 The equip Thus This paper conting topics on four subjects Physics Chemistry Biology and Botany ments recommended for such teaching in the classes IX and I cost approximately Rs 2000! stated to mdichte tlic aden of poor arringe incnte both in syllabus and equipments prescribed for the ti nching of science to every hoy and girl coming out of School Timal I ramination Ovcr and above that due to mcigre grdo of Rs 701 to 130 per month for Science graduates it becomes always a dificult problein

·for the Secondary Schools especially in rural areas to
Eecure the services of a science teacher
Por learning of Science as an elective subject
carrying 100 marks one of the following suisjects is
prescribed
Electives of Class X High Schools
(a) Physics, Chemistry
(b) Vechanics
(c) Botany
(d} Biology
(e) Agriculture and Fishiculture
(f) Home nursing and Domestic Science (for
girls only)
The equipments prescribed for teaching and
laboratory work of Physics, Chemistry, Mechanics
cost Rs 5000 Tro periods of Practical Harà per
week in the laboratory of each subject are scheduled
for ench student Here also I am of the view that the
equipments are not adequate Over and above this,
services of qualified science teachers are to be secured
with great dulliculty
Textbooks on regional languages on all the
science sabjects prescribd, are not yet available,
Higher Secondary Schools (up to class XI) in
t1133 course science subjects are taught to bugher
standard The equipments cost per subject varies from
Ny 25 oon - to 40 000! acconling to the subject In
West Bengal, the School Final Examination of the

·Higher Secondary, will begin from 1960 So up till nom at is on preparation stige Out of 400 Secondary Schools .bout 200 Schools are being conterted mto Iligher Secondary till now It will take perhaps another 10/12 years to convert all the schools into Higher Secondary For this consersion, Central and State Governments are paying the cost of buildings and equipments It is reported that for contorsion of each school a grant of Rs 1,50,000/ to 200 000/ is needel The financial lıbility for the com ersion 13 rundertaken by the Government l'he main difficulty as aroso and anticipated, is the shortage of good science teachers and the text hools i regional languages als far as I am anart the Expert Committees for Terminology on Mathematica Physics Chemistry and Mechanics, set up by the Vinstry of Education, Government of India have not yet completed their work though they laro advanced much to nchiose their objectives On completion of their work the ngronn langu Ages have to look into the terminolo?) nnd decue hou much of it is to be accepted in each regional Innringe and textbooks on science are to bo written using that terminology, The textboohs sernaculars offer great lundrance to the study of Science in Schools 9 Non availability of Science teachers in adequate number and of proper qualification is anothur obstacle in the way 111 ·The financial aspect is at present a third problem, with the exception of the multi purpose schools According to rules of the Board of the Secondary Schools in West Bengal, a scbool is not allowed to racur expenditure on contingency items including equipments, furniture, bools pay of hbrary assistant exceeding 1/3 of the amount spent on account of salary paid to teachers This creates a hindrance for purchase of sufficient equipment for Science teaching No ear marked grant 18 made for teaching Science subjects Lack of interest on the part of the students to learn Science 4 5 de Schools should be adequately furnished with equipments Finance shall be ear marked for tha 2 Arringernent be made for the training of requisite number of Science teachers and an attractive grade be provided for the trawed Science teachers 3 Writing of textbooks by properly qualified persons on different Scence subjects in each regional language is to be promoted The State Govern inents are to take adequate measures for this To induce authorities on different subjects to write textboobs, it 13 necessary to grant award and even financial help ·4 Young boys and girls are to be encouraged to take more interest in Science. Separto prizes and anards be granted for study of Science to students by way of recognition of ther interest in Science. 6 Special popular lectures especially on the utility of Science in every-day life of people shall be arranged once or twice a year in each school to bo deln cred to students aud teachers by a scientist from nearby Colleges or Research Organisations 20 Bir Bahadur, Muslim Untersil), dligarh programnic as a hole The objecties of science teaching in India need reconsideration in the light of the total educational programme This also calls for re-organisation and re-orientation in administration of scienco tcaching Without such a re-orientation no satisfactory progress appears possible The complexity of the problem of te organisation of science courses at the sccondary level in accordance mtit the principle of differential psycholngy', socul needs and philosophy of science slould not deter us from facing the issue square's 2 DS Nigam, Cemiral Ins'ilute of Educ iton, Delhi The following problems are to be considered 1. Shortcomings of our teacher preparation -- Shortcomings are inund beri the subject 48 ·matter field as well as in the art of teaching The first may be rectified, besides making the teaching profession more attractie by institutiog vanety of optional courses in the applications of various branches of Secondary School science in graduation courses and by making specialization in them a desirable qualifica tion for ? «ience teacher's post As for improting the art of teaching, greater attention to systematic conreptual adslysis of topics before attempting to teich them should be paid by Teachers' Training colleges Recommendations for lastituting VI Ed correos in methodology of teaching science with a tentative outline of the course are also'made 2 Sitiated interpretation of general science concept It is regretable that no attempt his so far been made in this country to erolve a General S iepce srlabas br adequate procedures as was done by the Science Masters' Association London who first prepared a list of points of contact of a pupil with the screntific aspect of his poviroment and then evolved Curriculum based on that list Not only should such an attempt be made in this conatry by a compe teat body, but demonstration of its teclinique should te extensively hen to te schers and pupils to enable these syll.zbt to be developed locally in every school anil c)289 The technique once leart, will have an automatic impact on methods of teachw; it Tailore to share burden with pupils - un impediment to co operative learning 3 Children can learn more through supervised

·4. Young boys and girls are to be encouraged to take
more interest in Science. Separate prizes and
atrards be granted for study of Science to students
by way of recognition of thur interest in
Science.
6. Special popular lectures especially ou tkie utility
of Science in every-day life of people shall bo
arranged once or twice a year in each school to bo
dclivered to students nud teachers by a scientist
from nearby Colleges or Research Orgamsations.
20
Bir Babadur, Muslims University, Aligarh
Tho objectives of science teaching in India uced
reconsideration in the light of the total educational
programme. This also calls for re-organisation and
To-orientation in administration of science teachmg
llithout such a ro-orientation
no satisfactory progress appears possible.
programme as a whole
The complexity of the problem of re orga1119ution
of science courses at the secondary level in accordance
with the principle of differential paychoingy, bocial
needs and philosophy of science should not deter us
from facing the issue squarely
21
DS Kigam, Central i'nsistute of Education, cele
The following problems are to be considered
1. Shortcomings of our teacher first paration
Shortcomings are found both in the subject

·assess these skills, is very much needed Schemes of
practical examinations should be prepared on the same
Iines as rarious psychological performance tests and
they should be standardized after several try outs, and
be careful evaluation of their reliability and salidity
22
SK Chakrabarty Calcud
l'he paper starts with an analysis of the develop
ment of Secondary education up to the School Leasing
stage during the last three decades and deals with
the trend of variation of the age group passing out of
the School Final Stage which should form an important
basis for the preparation of a suitable syllabus The
gradurl changes in the weightage of Mathematics and
Science in the whole syllabus hus been analysed It
shows that there is a high degree of correlation between
the lowering of the age group and the increasc in the
percentage of failures and the fall in the average
standards of education sn the country
A comparative study has also been made
between the newly introduced Higher Secondary course
in the country with similar courses followed in the
USSR and USA with special emphasis on the
following points
(*) School hours devoted to teaching
{b} llegltage of Science allowed
(c) Examination pattern
BY

·studies, and hence the teachers can achieve greater
results in proportion to their clords, through these
techniques. Their musk, will, however, be made
much easier if sets of circully planned assignments
and instruction cards for pupils' experiments relating
to various courses of studies, arc clolved, and made
nvailable to thoni.
7. Why are community resources not utilized
Use of community resources will always remain
a very good aid to teaching Th19 25, however, likely
to lo more effective, only if adequnte machmery
dei cloped to inake use of thares Formation of cdrcsa
tional units at these resource centres, for production
of literature and for acting its consultants to schools,
is suggested.
5. Claims of gifted children
Organization of courses of studies into smaller
units and making provision for carnmg additional
credits, over and above the minimum required for us
TTigh School Certificato, may be enougls to answer the
present need. The Science Club approach, rather than
segregation-on doubtful criterion-may be a
vrortumle technque of gmg gundance to these
children.
0. Our linplazard practical exanimations
A careful analysis of practical nork into the
basic skills needed to perform it, and modifying the
obscrvational procedure to enable the examines to
morc

·For improvement of science teaching both in schools and colleges we need not only a large number of science teachers but also teachers with good personal qualities combined with suitably high academic qualifications Though the teaching of science to future scientists is a primary consideration, the secondary function of science teaching is to introduce the rising generation of citizens to the principles and methods of science, so that they can at least have an appreciation of science 38 "an imaginative adventure of the mind seeking truth in the world of mystery and of the part played by science and technology 333 the life of the community Though erery opportunity should be taken to represent teaching as a noble and rewarding profession, this in itself, is unlikely to do a great deal to make good the prospective shortage during the peak years of the present decade any a young scientist especially among those tearking physical and chemical sciences of engineering feels the frustration of being forced into finannual sacrifice to remain in the class room when a lucrative industrial or admißistrative position coull be his for the taking There are several part remedies, wbich taken together might have an immediate effect on the rate of recruitment Coalitions of work could be improved (1) by allowing more time for the preparation of laboratory exercises, {11} by providing laboratory 683istancs on a reasonable scale and (111) by appreciating that science teachers in particular need time for

·I ful) Teaching methols and external ails to
teaching
The need for prescribing a uniform syllabus with
proper cmphasis on the different portions and als of
initiating plans for the training of suitable science
teachers have been discussed
The importance of tho publicition of suitable
textbooks nud the licle and responsibility winch the
Government and the learned institutions of the country
can share lias also been discussed.
23. $ K. Bhattacharyya, Indran les statiste of Rechnology
Kharagpur
Some of the main firctory which stand in the may
of improved science teaching arr
(1) shortnge of qualified science teachers
(ii) inadequate amount of money available for
laboratory austine and for equipment,
(111) inariequate number of school laboratories,
(iv) Inch of pmper train
facilities for
teachers,
Thw4
Tlic prescut Ani prospectise slorluye of sem
teachers conetitutes a mational problem
acute shortage of scicper trachers not only mour
country but in the whole workii.

·our country have practically no science laboratories in the truest sense Adequate funds must be provided hr the Government to all the schools for setting up good scienre laboratories Besides, many of the existing undergraduate colleges have very ill-eqmpped Laboratories and as a result the students coming from those colleges recerte very httle scientific practical background Liberal funds should be provided to these college for upgrading their laboratories Science teaching can also be improved by (1) organising short-time traming course for High School teachers in the universities preferably during a long vacation with the object of bringing the High School teachers up-to-date with the latest developments in tbeir subjects (u) by introducing overseas teachers' training programme and (in) by organising lecture programme by eminent scientists a different fields which will no doubt strengthen and stimulate the science programmes in higher schools and colleges and also aid in the motivation of able secondary school students for building up scientific careers Science teaching can also be improved by organising scientific film shows scientific exhibitions, occasional visits to scientific institutions, workshops and by enhancing the actities of Science Clubs and Societies Lastly I take this opportunity of reiterating (1) the need for conductiog denonstration Experiments during clas3-soom teaching and (u) the need for the 55

·additional study in order to hccp abreast of develop
ment in their subject (10) bi prouding adequate
facilities for part-time rescirch particularly to those
who nre research minded and (v) by encouragmg the
terclier bi amriding prince nicdnls ctc for thur
meritorious scruce as tuachers and researchers
It is also considered that moro senior posts
should be created as has been done in the universities
to allow greater flexibility in the awarding of nllowaners
and to permit further advancement of gifted te schers
without causing them to leave the class room for more
remmcritive employment elsewhere
A teacher without adequate financial assistance
ja presenter from giving suflicient time to studying
modern dciclopnients in his subject(s) and also from
undertaking any form of original research
contributions to general ont of school actisites will
al olie (artnsled
JIS
While admittin, that the present slıortage of
teachers, particularly for the secondary schools and the
undergradunte colleges is a dircet outcome of the
overall slortuge of fully trained and competent
scientists and technologists it is set true that much
could be done to increase the incentiuns offered to mnen
who ficl attracted to teaching but at deterred from se
by such considerations as have been outlined above
Incept the sponsoreal hugh Floofu anul
goscrument lugh schools most of the high schools of

·To aitasn the above objecties, there could be a variety of courses and approaches One such approach 18 suggestel below A school course lur Chemistry must, of Decessity, be a basis for further studies in colleges But it should also provide for those who do sat satend to prosecute furtber studies in Chemistry Embracing both these facets & model school cauree for chemistry i delineated as follows (A suggested school conse for Chemistry with come explanatory notes will be included and discussed in the body of the paper ) The effectiveness of a pattern of teaching of Chemistry and for that matter of any branch of human knowledge must be necessarily bound up with the system of examination and the nature of quest1013 ashed After all teaching must have learnwg as its real goal and an examination must also teach context of these, a question paper or a set of questions must have the followin: in proper balance as proportion In the essays, (a1 Questions requiring recall of nformation (b) Questions requiring writing of and {e} Questions requiring solution of problems (The relatie functions and effectn rness of the three types of questions will be elaborated and discussed in the paper )

·undergraduate liboratori work in Physics and
Chemistrs to keep in step with the class room teaching
'l han till improve the effectu eness of the teaching and
also lus on the strain on the lecturers and laborators
demonstrators
S M Mukherji la Jab lillers 1
Objectives of hash school elluention uerimel,
science tuachung !!! the context of theme objectives,
specialization of any, slould be broad bised, vocational
triming it the school student Bantu unists to the
objectnes of ligh School cducation and therefore
should be discouriged n broul pattern of ligh School
(nurse proposed and sisseassen?
Teaching of Chemistry in schooly and colle yra
must have the followmg objectics
(a) lo pri sunt thu Beste principles of Chemistry
an in intellectual discipline anni e a creatise
pursut of humu hnowledge
(1) to inculcato in the students a lialt of
analitical and critkai thinking: mmolimo
logical and quantitative relationslups
(c) to help the students in acquiring an under
stindmg of the methods of science and of
the important fisrt played by Chemistrs spa
every day life of soulety and
d) to develop in
the promising
bulanta
genuine interest in Chemistry for further
stuciics in chemical science

·To attain the above objectives, there could be a
variety of courses and approaches. One gach approach
18 svagested below,
A school course for Chemistry mut, of perpcity's
lie a basis for further studies in mlegen. Dat it
should also provide for those who do not intend to
proxecuta further studies is Chemistry Embraciag
Both these facets, a model school course for rhemistry
s delineated as follows
(A suggested school course for Chemistry with
romm. explanatory notes will be inclurled ann) diecassert
in the body of the paper )
The effectivene94 of a patturn of teaching of
Chenustry, and for that matter of any branch of
buman kauwlelge, must he necessarily bound up with
the system of examinatiod and the sature of question
ashed After all teaching must have learning ag its
real goal and an examination must also teach
In the
context of these, a question paper or a set of quest1004
must have the following in proper halanre and
proportion
(al questions requiring terall of informaation
fb1 Questions requiring ng 698398, and
Tel Questions requiring folation of problema
(The relative functions and effectsteness of the
three types of questions will be elaborated svi detal
in the poprt)

·The success of creo an ideal course of study will
largely depeud on the quality of the teacher
If the courses of study or syllabr aro important
it is teaching personnel that is rital Again, no
tuo teachers con be identical in their approach.
Therefore, it is probabls high time that there
should evolve a method for selecting from amongst
the citizens the right type of persons who can
deliver the goods as teachers The sliortage of properly
equipped teaching personnel resulting in the recruit.
ment of those who enter the teaching profession only
as thic liat alternntire constitutes the crux of the
problem of the crisis in idaction in our countrs
A colhge course for Chemistry wall bo discussed
primarily nu n kusie for those who intend to specialize
an science This course will be an crtension of the
school course for Chemistry
'Ile brond pattern of the questions for nuu
ration at the BSc level should be tho xmons
mentioued earlier for Ilszli School (tummation
Chemistry
25
V P Basu Ben al lumt hesearch I <3111u (. Calculia
Sercatific pursut has led to the growth and
diffuso; of knowlrige for improscurnt of methods »
cnhancing the economic prosperity of a country
science is mo-tls manifesterl to the nut iets through
industry teaching of science for ilustry is becoming
considerable significance Science education,
58

·however, is to be integrated from the school to the postura luate level. Dilliculties were there in the past for the fact that educationists had pot tried to understand the requirements of science in industry, nor the industrialists slowed any enthusiasm for the development of industry through application of science and technology, Students of science, apart from their special training, must be taught from early stages to learn the intricacies of industry, and the technical Korkers of the industry must also be given a chance to become intellectuals Thus would necessitate & mutual exchange of Ideas between teachers of universities and technologists of industries. In such audzustment stress 18 always to be laid on the understanding of the values of human life. A closer Loordmation amongst the different agencies (University, State and Industry) would now de pauentul for proper development of science and telinology AG Thingran, congrul Suney of India, Calcutta In recent years the number of centres with fuilities for ingher training in Geology has been in reased considerably It 13, horever, very much regrottrend that in the syllabus prescribed for the 11 Sc degree of several of these universities adequate: estplass has not been given to the fundamental and toont knowledge in all the branches of Geology, and ·The success of even an ideal course of study will largely depeud on the quality of the teachers If the courses of study or syllabi are important, it is teaching personnel that is vital. Again, 10 tuo teachers can be identical in thcir approach. Therefore, it is probably high time that there should crolve a method for aclecting from anongst the citizens the right type of persons who can deliver the goods as teatliers. The shortage of properly equipped teaching personnel resulting in the recruien ment of thosen lo enter the teaching profession only as the last alternative constitutes the crux of the problem of the crisis in education m our country A college course for Chemistry will be discussed primarily nx a basis for those who intend to specialize This course 12l be an extensyon of the school course for Chemistry 373 science The broad pattern of the questions for exam nation at the B.Sc forel should be the 411220 mentioued earlier for ligl School xammution Chemistry 25 V. P. Basu Ber.. Immo l'escurca Isuse, Calcutta Seicnufic pursut key fell to the growth and diffusion of knon leiyr for improvement of methol in enhancing the crongını prusperity «f rountry science 18 mostly manifested to thr *** iety through industry, teaching of a stºpics for $19try jy vrecommg considerable significance SD education, 08 ·Applied Geology must be given only after the essentni basic knowledge has been acquired in all branches of the science The present ten lency of runnin. alternative courses in Pure and Applied Geology after A most ru limentary B Sc course is not sound Ilow an applied knowledge be given unless the basic knowledge in pure science has been acquired It appears to the present writer that the best course for education in Applied Geology could be to have twojeir orthodox course in Geology leadıog to the MSc legre follosed by a one year course with emphasis un Ipplied (veology It is suggested that some Central authority should step in and initiate standardisation of courses in all the different universities at least so far as creology is concerned Possibly the Inter University Baari alleil by the Vlinistry of Education could organise a inaclunery to look into this and take concrete teps The National Institute could lend its weight sa establishing proper machinery Inother point of vital importance in connection with the education in Geology is the recognition of the fact that Geology 19 essentially a field science It will ther fore be of nutual benefit to have greater coop ration between the different llepartments of the ou rnment that are derpted to field studies and the alasseretties where aca lemic and laboratory work finda greater emph1919 Recently a number of schemes have lvpen introduced under which the students of un etsities are being granted facilities for experience und training in field work in the Geological Survey of ·they are thus what may be described as "balanced". In some cases Indian Stratigraphy cloes not find a proper treatment, in others Palacontology is bailly neglected, in still other fields, Geology is more or less completely ignorel. As a result of this the love trained 'in these centres are not equipped with knowledge of an all-round nature and they are unable to give a satisfactory account of themselves for no fault of their own. It 14, therefore, urgently called for thnt steps be taken for standaržlisation of courses Icading to the post-graduate degree and that any wie disparity that may bir eristing in the syllabus of the different miversities and institution shouk lic reinoved An additional problem that is recently cropped up in tluie connection is through the zeal of certam universities to lay greater emphasis on applied naports of Geology which has led thein to start course leading to an Jl.Sc. legTec or diploma in Applied (icalogs. This new namo lng a greater apper) und ic catches the imagination of nt least some of the employers It is, however, a matter of doubt that at whnt stage the emplissis on Applied Geology should be bord. The present wsitor is Urfinitely of the opinion that basic education m thic niline roue and diverse branches of Geology including Dynamic and (ivneml licology, Crystallography and Jimeralogy, Pctrology, Urr genesis and Economic Grology, Palomontology and l'alacobotany, Principles of Strntigrapiry. Buchi (icolous, ctc. ix rery cqucntial and any emplings on 60 ·Applied Geolyes taust be girea paly after the entir! basic knowledge bas been acquirel in all braach.ons of the science. The prevnt tendency of runninz alternative coarses in Pore and Applierl Geslony after A most ralimentary B.Sc. course is not ehund. How can applied knowledge be given ualeas the basic knowledge in pure science has been arquired. It appears to the present writer that the best cure fit education in Applied Geologs would be to have to year orthodox course in Geology leading to the US. regree, followed by a one-year course Fith emphas." on Applied Geology It 13 saaggested that some Central authority should step in and initiate standarduation of courses in all the different universities at least, cry for ay Geology is concerned. Pouibly the Inter-University Borr anded by the Ministry of Education all organise a machinery to look into this and take concreto steps The National Institute could leari its weight in nstablishing a proper machinery. Another point of vital importance in connection with the erlucation in (seology 13 the recognition of the fact that Geology is essentially a field science. It will, ther for be of inutual benefit to have greater comopt ration between the different departments of the Government that are devoted to fald atalies and the universities where academic and laboratory work finds frentar emph291, Recently, a number of schemes have been introduced under which the students of unts ersities are being granted facilities for experience and training in beld work in the Geological Survey of 1 ·India. This is indeed very welcome. It, lowever, needs to be further intensified. In addition, it is suggested that a system of interchange between the field officer of governnıent departments and the teachers of the universitics for a suitable periori, say* (1}]c vcar or two in caclı case, be introduc ! 27 S Ded. Jadus pur Unsetssty, Calcutta In the curriculum of science teaching in the Secondary Schools, a very cloinentors kieu 1 frien in the creatment of natural phenomeno such 19 Almua. phere, water as 8 vitni need of life, earth's surface including the study of rochs and mini ralu In mngt of the schools, this portion 19 not at all touched in the class as most of the schooly do not possess the app.ıra. tus, rochy and mineml samples for demonstration Due to the growing demand of gcologies in the country, and also due to the increased opportunlicy of getting admission in geological sciences at the unner. sity stuge, licology should be introduced as on electie subject in the et sence stream of the secondur коо? in the same ininner vs Biology. Mechanics Speuni Mathenatics, etc. etc. Vorrosir. the subjent of ficogra. phy which is at present inchided in the humanities stream as well as in the science stream has the came sythbus and has the same ime of approach in this metbol of teaching. A different method of treatsnene in teaching ticography in the two different sticana should be adaptel, c.g. more of hunan geography amit ·coltaral land scape and Regional Geography and Commercial fieovraphy in humanities stream and a heavier dose of Physical Geography, Geomorphology, economic minerals of India and other countries, Region al Geography of South East Asia and Hiddle East countries etc etc should be included in tbe Geography course the science stream No separate arrangements are necessary at present for teaching Geology as an elective sabject in the schools except a slight addition and alteration of the existing Geography laboratory and the suwe teacher who is teaching Geography, will be able to teach the major part of the course The Science Clube can make arrangements to offer assistance to the schools in extending science lecture programme with lantern slides and film strips grience stream In the General Certificate of Education Examina tion of London Unversity, Geology is tocluded at all levels, 1 e ordinarv advanced and scholarship levels. In France Geology is included as compulsory subject in the baccalaureat examination in the second cycle of In most of Lycees and Colleges, the geographical teaching arrangements are broadened to include all the different aspects of teaching Geology in baccalaureat standard in l Germany, the Reife Prufung or Abitur examination, contains a very heavy course of Physical Geography in which almost all the important branches of Earth's sciences are taught The All Indu Council for Secondary Education C3 ·Ind. This 19 indeed cry nclcome It, honeter ziced to be further intensified In addition, it is suzgested that n system of interchange licts ccn the field officer of government departments and the trachers of the universities for a suitable periol ?i e scar or two ini erch rise be introduce 27 S Deb Jada por Unnerstly Calcuttu In the curriculum of science teaching 11 the Secondary Schools, a icry clementiry kden 19 411 en in the treatment of nntural phenumcna quch 24 Atmos phere, water as n utal need of lift carth's surfacem including the study of rocks and minerals In most of the schools, thus portion 19 not at all touched in the class as most of the schools do not possess the appara tug rocks and nuneral eamples for demonstration Due to the growing demand of Ecologiste in the country, and also dit to the increascud opportunities of getting admiesion in geological sciences at the anses sitt einge, licologu sluuld le introduced as an elretine subject in the buience stream of the seconduri er hoola in the same manner an Biology Mechanics sperint Mathematics, etc ctr Vorcover the misbjert of cotoura phy which is at present included in the humanities stream aa trell as in thr scicncc stream is the time syllabus and has the sasie line of approach in thir method of tercling A different method of treatment 1 teaching Gieo raphy in the two different stream, should be adapted cg mor of hunan Acographs and

·Case of
BaterBroad outlines of immunization-Later on
wurmunicable diseases What to do 3D
epidemies or in epulemaic area--Seeking help of local
Jealth authorities
Vental Hygiene chute la consultation with
psychiatrists--- Vlore stress on emotional condition and
social behaviour under overcron des conditions and
increased tempo of lifeSex hygiene and sex education
within limits-Brond facts about child birth and
protection against sexual offences specially for girls
Ideal teachers-People experienced in public
kcalth pmetice -- Verdiend graduates with theoretical
triintug of lrgiene not suited - Von medical teichers
properly trained preferable
29 BC Kunda Barrackpore
The basic need for successful teaching of any
frientific subject is the aptitude of the student for
le muing the subject which largely depends on the
method of teachioPaucity of trained teachers and
shortage of space and equipment seem to be the
restone for failure of a realistic approach towards the
teachung of a scientific subject like Batany
Three is an acute shortage of properly qualified
offener teachers in our country and as a result young
boys and girl who are anxious to tale up the study of
science do not find science sufficiently interesting The
need for trained graduate (BSc and MSc) scientists

·should consider this matter carefully before finalising the curriculum of science teaching in our Secondary School, 28 K. Mitra, Culcuilla Teaching of Ilygiene can be conveniently discussed under syllabus and teachers.--Existing syllabus necals material amendment, concept of positive health Subject no longer confined to peronal hygiene and coinmunicable diseases --Biny on physical fitness, inental fitness and social fitness-Development of proper attitude towards the subject--Higiene broadly differs from other disciplines ng it is applicable to the organism itself. T'enching in carlier standards Onit lectures on fundamental-Allocation of marks on notund prction- Personal Ilygienn keystone at this wingc-Specific diseases be better excluded At school presses environmental sanitation to bo ensurealImpliace on pure and sholesome water supply and also sure disposal of setage Disposal of bodily corrcta-Vext stagr. stress on relationship of food and physique-Special needs for the growing period - More in termy of actual items of foord than discussion of proximinte principles- Physical exercise dependent on minle of foul - School mcals -- Uninteresting details about soil, karaneas of water, ventilation (Tobins tube, Sherringham intres etc.) be better excludedp4 driasis about murres of trater supply-Vore on how to ensure drinking of rafr

·The A Sc degree in different Indust universities 1
obtalami by submitting a thesis only or by a thesis
and some papers The submission in thesis in the
V Sc collha leads to specialisation in fundamentai
aspects of the subject wita & neglect on the part of the
student of other important branches li $c's who get
their (legree by thesis are not likely to become good
teachers due to the lack of detailed knowledge of
other branches besides the subject of their thesis
rhere 13 another serious lacutia in the curriculumn
of Antony u tho V Sc courses of our universities, Viz.
thy neglect of applied aides of the subject 48 for
example the subject of plans bremling and genetics 13
not totalis given as much stress in vur universities as
should be
given
Botany teaching is to be planned with relation
to agriculture horticultute and other requirements of
human society Thie Flugle ohject 19 to arouse 36
laterest in the stuslent for learning the subject
Icaruslation of Botany courses on the broad
xoguentions outlined above will help in buldus proper
pershanel regutred so the spheres of botanical teaching
and in the fields of sghirulture as a whole
30
$ K Chakrabarty Ceksia
The paper res a comparative review of the
fligles Technological Courses followed 10 the US 4,
USSR and India with special reference to the

·for tmching science in the secondary schools and
colleges is always there, but as the pas in secondary
schools and colleges is not quite attractive, the graduate
scientists go it for better paid jobs in other lmesshish
they find more lucrative.
Science has non bech introduced as a compulanry
subject in the curricula of secondary schools It
therefore, all the more necessary to mure the subject
ng interesting as possible to the young learners
introductory course in Botany can be rrally intere-img
if it wrers some of the social appheation of Boting
The interesting subject of plante in faced for them
beginners with an amount of ame dun to the trender
tion of a large nuniber of trchanal terms from the
for creatng an internat in the mind of
the young learnor sbout sir subjet of my sisse
uanner of treatment has to be made inore attractus
by introducing plants specimens in the learners from
tko very beginning, bolileg practical demonstrato
intercutang phenomena of plant life and in an
more stres, to fight sork
The subint of Botany 4* $ox laughe in the
colleges and the unit cruities for lasrid on oll linglish
courses. With the progre ny of time it hus ant krecome
imperative to srorientalr the rourey in urins to maahr
them morre attractise in the beginners and include them
economic supects of Botant in the Ingler (ouren
In the universities moto emphaen 1 Pen in
rescarch in our courses of sluily for the li se dle tee,
sory Outuet.

·No text on this page.

·1
weightage given to have sciences The extent of
Matbenities and Phyues which the future enigmeera
must know m order to cope with the proper ukelistria
(evelopment of the country has been analysed it has
been suggested that in addition to allowing more
stress on basic sciences in the present undergraduate
Tourses, post graduate course in Engineering Svieno
should be de cloped, which can be taken up by a
student of pure science after his MSc courro, and
also by & stentifically brol engineer after the
complction of his gruunto (Ourso This group will
then bo able to doi elop ito propor design or rescarch
engineers The lack of sutible men for teaching
posts in the higlier technologia institutes an then
be satisfactorily froud with advantige The paper
alon discusses the need for a common xj !!ıbu for the
clifferent institutions of equivalent standare at least
up to the undergrauunte lose and also the need for a
central body for the asement of the starianta
of teachng and examinntion filloned at the different
institution,
It lias been alonun hoir without ihr
33corporation of a proper amount of 91C 61 X SICIS m
the Rx labus, the firglier teknological education in
the country will become stale and amintoryting

·No text on this page.