Early Cultural Writings

On a Proposed Examination for Teachers

09-August-1905

College Office.
Baroda, 9th August 1905.

To
The Minister of Education
BARODA.

Sir,

With reference to your letter No. 2047 dated the 28th May 1905 I have the honour to forward herewith my opinion regarding the rules for the Secondary Teachers' Certificate Examinations which it is intended to be introduced in our Raj.

I have the honour to be
Sir
Your Most Obedient Servant
A A G
Ag. Principal, Baroda College.

OPINION.

I have gone very carefully through the scheme of the proposed examination for teachers and beg to give expression to the following opinions, which have been formed after very long and careful consideration.

2) I do not quite see the object of introducing this severe and stringent examination into our State. Our schools are working quite well enough on the whole for the purposes of education

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as given in this country. I do not myself think very highly either of the principles or methods or results of that education but, being subject to the Bombay University, we have to take things as they are and cannot attempt anything ideal. Whatever defects still exist are inseparable from the low pay and qualifications required in the lower rank of teachers. In certain respects they may be modified by a mild test; but the sort of examination here proposed is such as might be prescribed in an European country where the science and art of education are really advanced. Here it is likely to degenerate into a formality harassing to the teachers but useless to the State. We simply have not got sufficient foothold from which to make a leap like this. Undoubtedly the teachers will cram up the subjects learning by rote as is the habit in this country and a percentage of them will pass, but there it will end; a few of the brighter and smarter young men may understand and make the attempt to apply the principles they learn, but that will be all. If the University with its new constitution succeeds in giving a better basis for culture, then after a few years we might see what can be done; or we may watch the results of our training College and gradually apply an adequate test.

3) If it is thought necessary to have a departmental examination now I should suggest the following alterations.

Rule 8. Whatever examination is held, should be formal and conducted by more than one person. This rule, making the promotion or dismissal of State servants depend on an informal oral examination by the Minister of Education, seems [to] me contrary to the principles which should govern these tests. The test under such circumstances might very easily be applied with great haste, injustice or partiality. The fact that the present Minister of Education is above suspicion in these respects does not guarantee the future. The opinion of a Committee of 3 members would alone ensure a reasonable security to the teachers. I would suggest that at least one of them should be a Professor of the College.

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Rule 9. 50 per cent is too high a percentage in a test of this kind. 33 per cent, the University standard, should be adopted, especially if removal is to be the penalty of failure.

Rule 10. This rule is Draconically harsh. Removal ought on no account to be made the penalty of a Departmental Examination; the ordinary principle that the passing of the Examination will count in promotion is quite sufficient.

4) As to the subjects of the examination, I would make it a far slighter affair than this up-to-date American machine would be.

Junior Examination

Part II. Instead of this elaborate affair, it will be enough to see whether the teacher can make the boys understand the lesson, explain a subject correctly and command their attention. That is as much as we can ask of our teachers at present. Only head (c) should be rather carefully attended to especially with regard to the English Language. Head (d) should be dropped altogether; discipline especially is a matter for the Head Master to testify; it is impossible for the examiners to test it, since the boys would be on their best behaviour on such an occasion,—unless they were like English boys and the teacher unpopular, when they would be on their worst.

Senior Examination

Part I. Let (3) Psychology be dropped and if (2) must be kept, let it be as simple an affair as possible—a fair general knowledge of the main developments and their principles being alone required.

Part II. The same remarks apply as to the Junior Examination, in the case of graduates the same care about language is not necessary; it is the undergraduates who are occasionally deficient, at least in English.

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I am not in favour of introducing the Honours Course just now. Let our Training College succeed first, and the general practical capacity of our teachers be set on a sure basis. We may go in for educational luxuries afterwards.

ARAVIND A. GHOSE
Ag. Principal, Baroda College

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