National Council of Education : Taking privilege leave from Baroda College, Sri Aurobindo went to Bengal on March 2, 1906. He was present at the founding of the National Council of Education on 11 March 1906 at a public meeting presided over by Satyendra Nath Tagore (see Tagores, s/a Proshnokumar). The meeting resolved that the object of the Council was to be “to impart an education, literary as well as scientific & technical on national lines & exclusively under national control, not in opposition to, but standing apart from the existing systems of primary, secondary, & university education”, & to open ‘national schools’ within & even outside Bengal. But as an ICS officer stationed in Bombay Presidency, Satyendra was well informed on the founding & flourishing the New English School (q.v.) started by Tilak & his colleagues in Pune in 1881 to counter the denationalising education imposed by Govt. & Christian schools & colleges; Satyendra was also aware of Sri Aurobindo’s work at the Baroda College. This must have been the reason – whatever other reasons offered by the Bengal branch of the INC, for the election of Rāshbehari Ghose (q.v.) as president of the National Council of Education. That Moderate-dominated Council must have been most annoyed to find that the very next day Sri Aurobindo attended the launching of his brother Barindra’s Yugantar; then, on April 14 he attended the action-packed ‘Extremist’ conference held at Barisal & afterward toured East Bengal with Bepin Pal to propagate the unvarnished Nationalist Party they launched; then on August 6th, he witnessed Bepin Pal registration of his ‘Extremist’ paper Bande Mataram, & became its assistant editor. Upon inaugurating the Bengal National College & School, its first educational institution on August 14, Rāshbehari’s Council, constrained by Raja Subodh Chandra Mullick’s awesome donation of one lakh appointed his fiery friend Sri Aurobindo as its Principal. Sri Aurobindo published the following in the Bande Mataram of August 22 under the title ‘National Education & the Congress’: “National Education received the seal of approbation from united Bengal at the Barisal Conference. It should be the aim of the nationalists to elicit from the Congress this year a solemn expression of the national will recognising the new movement & recommending it to all India. It is possible that there may be some difficulty in carrying the motion, for the small-minded & fainthearted figure largely in the Congress ranks. At Benares [Congress 1905] this element disgraced the nation by excluding Swadeshi, the universal national movement, from the purview of the national assembly…. Inevitably, the Moderate bosses ran to the motherly apron of the Govt.’s top echelons & naturally the two together worked a strategy that prevented the New Party or the Nationalists led by Tilak & Sri Aurobindo by watering down the inevitable resolution on undiluted Swaraj. Inevitably therefore from 11th to 23rd April 1907, he published a series entitled “The Doctrine of Passive Resistance” filled with ‘seditious’ broadsides that set off panic-buttons in the highest echelons of the British Government, especially with such passages in its Introduction itself: “In a series of articles, published in this paper soon after the Calcutta session of the Congress, we sought to indicate our view both of the ideal which the Congress had adopted, the ideal of Swaraj or Self-Government as it exists in the United Kingdom or the Colonies, & of the possible lines of policy by which that ideal might be attained. There are, we pointed out, only three possible policies: petitioning, an unprecedented way of attempting a nation's liberty, which cannot possibly succeed except under conditions which have not yet existed among human beings; self-development & self-help; & the old orthodox historical method of organised resistance to the existing form of Government. We acknowledge that the policy of self-development which the New Party had forced to the front was itself a novel departure under the circumstances of modern India. Self-development of an independent nation is one thing; self-development from a state of servitude under an alien & despotic rule without the forcible or peaceful removal of that rule as an indispensable preliminary, is quite another. No national self-development is possible without the support of rājaśakti, organised political strength, commanding, & whenever necessary compelling general allegiance & obedience. A caste may develop, a particular community may develop, by its own effort supported by a strong social organisation; a nation cannot…. Industrially, socially, educationally, there can be no genuine progress carrying the whole nation forward, unless there is a central force representing either the best thought & energy of the country or else the majority of its citizens & able to enforce the views & decisions of the nation on all its constituent members…. We have fumbled through the nineteenth century, prattling of enlightenment & national regeneration; & the result has been not national progress, but national confusion & weakness. Individuals here & there might emancipate themselves & come to greatness; particular communities might show a partial & one-sided development, for a time only; but the nation instead of progressing, sank into a very slough of weakness, helplessness & despondency. Political freedom is the life-breath of a nation; to attempt social reform, educational reform, industrial expansion, the moral improvement of the race without aiming first & foremost at Political freedom, is the very height of ignorance & futility. Such attempts are foredoomed to disappointment & failure; yet when the disappointment & failure come, we choose to attribute them to some radical defect in the national character; as if the nation were at fault & not its wise men who would not or could not understand the first elementary conditions of success. The primary requisite for national progress, national reform, is the free habit of free & healthy national thought & action wh1ch is impossible in a state of servitude. The second is the organisation of the national will in a strong central authority. How impossible it is to carry out efficiently any large national object in the absence of this authority was shown by the fate of the Boycott in Bengal…. Never indeed has the national will been so generally & unmistakably declared; but for the want of a central authority to work for the necessary conditions, to support by its ubiquitous presence the weak & irresolute & to coerce the refractory, it has not been properly carried out. For the same reason national education languishes. For the same reason every attempt at large national action has failed. It is idle to talk of self-development unless we first evolve a suitable central authority or Government which all will or must accept. The Japanese perceived this at a very early stage & leaving aside all other matters, devoted their first energies to the creation of such an authority in the person of the Mikado & his Government, holding it cheaply purchased even at the price of temporary internal discord & civil slaughter. We also must develop a central authority, which shall be a popular Government in fact though not in name... But Japan was independent; we have to establish a popular authority which will exist side by side & in rivalry with a despotic foreign bureaucracy – no ordinary rough-riding despotism, but quiet, pervasive & subtle – one that has fastened its grip on every detail of our national life & will not easily be persuaded to let go, even in the least degree, its octopus-like hold. This popular authority will have to dispute every part of our national life & activity, one by one, step by step, with the intruding force to the extreme point of entire emancipation from alien control. This & no less than this, is the task before us.” Inevitably, with almost continuous such ‘sedition’ pouring out of the paper, on 8th June the Government issued a warning its editor to desist from such utterances to no avail as nothing could legally be proved to be treasonable. On July 30, 1907, the police search the Bande Mataram office & lodged a complaint against Sri Aurobindo. He resigned from the Bengal National College on August 2nd, & was arrested on the 16th on charge of sedition, & released on bail. During the period of the trial Sri Aurobindo resigned his Principalship of the College in order to save embarrassment to the Council & to enable them to run the institution. There were differences with the College Council – the Council, under the weak-kneed Moderate Rāshbehari Ghose did not dare make the National College anything more than imparting a place of learning that Govt. would approve; Sri Aurobindo wanted to make it a cradle of national regeneration. After his acquittal on 23rd September, the Council could not but recall him to his post, but he seems to have preferred to be just one of the professors of the College. That day he gave a special address to the students (see Bengal National College). At the same time ‘came forward’ in public as the leader of the Nationalist Party in Bengal which allowed him to gradually cut himself off from the Moderate controlled Bengal National College.
... there, as were B.C. Pal, K.K. Mitra, C. R. Das, Satish Mukherji, Monoranjan Guha Thakurta, and scores of eminent men. It was finally decided to establish a National Council of Education. It was on 11 March 1906 that the National Council of Education, Bengal, was constituted. It was registered on 1 st June. There. were 96 Foundation Members of the Council. Among them were some of our acquaintances... individuality in him which is far holier and more precious than this mere mortal breath." On 9 November 1905 a big meeting was held at 'Panti's Math' in Calcutta to give birth to the National Council of Education. Subodh C. Mullick was in the chair, and very spontaneously announced a donation of one lakh rupees for national education. A great cheer broke out in the populous field, and the grateful ...
... s to the Secret Educational Conference at Simla, but not a single Indian, Hindu or Mohammedan. He could not trust them (i.e. the Indians) with his ideas. Hence the need of secrecy. The National Council of Education was supposed to be working against the spirit of his policy. He was gone, but the bureaucracy, who were identified with his wishes, views and schemes, were there. It was impossible that... institutions, that not only would owe nothing to the Government but were also to be quite free of official or English control and of English influence." But the authorities of the National Council of Education had neither a very clear conception of what constitued national education, nor the courage of their conviction. They tried their best to steer the College and the Schools clear of Page ...
... had to say on Mrs. Besant's idea of a National University. In her speech on Education delivered at the Corinthian Theatre, she referred again to the subject of the Charter and invited the National Council of Education to get a Royal Charter to confer degrees. She gave the instance of the English Universities which have got such a Charter from the King, but "it did not follow that those Universities were... Universities, but if the Universities were to fall very much behind in their educational standard, it is conceivable that the potential right of interference might be exercised. If the National Council of Education were to get a Royal Charter, this potential right of interference would be in the hands of the authority issuing the Charter, in other words with the King, which means, for India, with the ...
... Bengali pioneers of the new education was Satish Chandra Mukherjee (1865-1948). He founded the Bhagavat Chatuspati in 1895, the "Dawn" Magazine in 1897, the Dawn Society in 1902 and the National Council of Education in 1906. The Chatuspati aimed at giving a spiritual turn to education, the "Dawn" Magazine (started as the organ of the Chatuspati) soon broadened its scope and became one of the formative... Society, its aim being to provide moral and religious instruction and also to "supplement even the ordinary academic education imparted in the various colleges".* After the partition, the National Council of Education came into existence, and under its auspices the Bengal National College was established in 1906, facilitated by a munificent donation of Rs. one lakh from Raja Subodh Mullick, Sri Aurobindo's ...
... 1906, and Sri Aurobindo began his work there on 15 August, his birthday. On the organisation side, there was Satish Chandra Mukherjee - already associated with the Dawn Society and the National Council of Education - as Superintendent, and among the other teachers was Radhakumud Mukherjee. Sri Aurobindo had on his hands the Bande Mataram too, besides his preoccupations with the Nationalist party... the perfection of the instrument of knowledge. 8 And on a later occasion still: National Education languishes because the active force has been withdrawn from it.... The National Council of Education, as it is at present composed, has convicted itself of entire incapacity whether to grasp the meaning of the movement or to preserve or create the conditions of its success. To the majority ...
... National School Committee for funds to assist in the capital outlay necessary to establish the institution on a sound footing according to the requirements of the system formulated by the National Council of Education. The Khulna School is the first of its kind started in pursuance of the national policy by a district organisation formed in accordance with the scheme of organisation foreshadowed at the ...
... rusticated; but since they did not want to give up their Swadeshi vows, they left the schools. National schools had to be started. They were opened at Rangpur, Dacca and other places. The National Council of Education of Bengal was established. As soon as the necessity was felt, the schools were started without much help or materials. Though there are no funds, no school buildings, no furniture, yet, ...
... established? Its object, one would think, must be to concentrate the strength of the nation and fight its way to power. Oh by no means, it is only to advise and assist the Government! Is a National Council of Education instituted? Of course, it has arisen to rival and replace the alien-ruled University. Not at all; not at all; it is meant not to stand in opposition to but to supplement the old University ...
... of the system in incapable hands and the rest is now finding its self-devotion baffled and deprived of the chance of success by the same incapacity and weakness at headquarters. The National Council of Education, as it is at present composed, has convicted itself of entire incapacity whether to grasp the meaning of the movement or to preserve or create the conditions of its success. To the majority ...
... question, for I had not observed in me any such ambition or inclination. None the less, I replied that I would like to. That is how I began my French. He said, "At the National College (National Council of Education, now Jadavpur University) they have got the books I loaned to them. You take this note from me. They will give you a volume of Molière's Works." I started right away with a play from this ...
... question, for I had not observed in me any such ambition or inclination. None the less, I replied that I would like to. That is how I began my French. He said, "At the National College (National Council of Education, now Jadavpur University) they have got the books I loaned to them. You take this note from me. They will give you a volume of Moliere's Works." I started right away with Page 36 ...
... literary organisation. Prarthana Samaj, founded in Maharashtra in 1867 was a reformist social movement. 98. R. C. Majumdar in Studies in the Bengal Renaissance, published by the National Council of Education, Bengal. Page 86 Another significantly interesting fact is that the next move, purely patriotic and nationalist, was also inspired by Rajnarayan Bose, though it was chiefly ...
... Benares session of the Indian National Congress. 1906 February 19 Applies for privilege leave. March 2 Goes to Bengal. March 11 Present at the formation of the National Council of Education in Calcutta. March 12 Declaration of the Yugantar, a Bengali weekly. Sri Aurobindo writes some articles in the early numbers of this revolutionary journal and always exercises general ...
... purpose that he took the Shakti Mantra from Mohanpuri – not for his own Yoga. 4. He says that Sri Aurobindo resigned from the National College because he had differences with the National Council of Education. This is not quite true. There was a difference of viewpoint but no clash of policy with regard to the National College. When the first Bande Mataram trial began, Sri Aurobindo ...
... December At the Benaras session of the Indian National Congress. 1906 — February 19 Takes privilege leave; goes to Bengal. March 11 Present at the formation of the National Council of Education in Calcutta. March 12 Declaration of the Yugantar, a Bengali weekly. Sri Aurobindo writes some articles in the early numbers of this revolutionary journal and always exercises ...
... Congress. 1906 -Earthquake in Chile; 5,000 lives lost. — Earthquake in California, followed by great fires; hundreds of deaths. March 11 — Sri Aurobindo attends the creation of the National Council of Education in Calcutta. March 12 - Declaration of the Yugantar (Bengali weekly). April 14 -Sri Aurobindo attends the Barisal Conference, then tours East Bengal with Bepin Chandra Pal. ...
... this original mind is developing in the quiet shades of Bolpur. The brief hints given of the moral training and the method of education followed point to a system far in advance of the National Council of Education which is still tyrannised over by a tradition and method not only European but unprogressively European. A brief instalment of Sj. Aurobindo Ghose's Karakahini is also given which describes ...
... Barisal Conference, the dismissal of Fuller, the appointment of Hare, the persecution of boys, the dismissal of the school-masters who loved liberty more than money, the foundation of the National Council of Education, of National schools, the institution of technical education, the insolvency of dealers in Bideshi goods, the social excommunication of anti-boycotters, the unbidden repetitions of the Rakhi-day ...
... and originate. Such a charge would be fatal to the very object of the University. Secondly, Mrs. Besant has forgotten that the basis of a National University has already been laid. The National Council of Education in Bengal has already commenced the great work on lines which have only to be filled in, and their work has received the blessing of God and increases. But Mrs. Besant has omitted to make ...
... Chatterjee . There is no evidence of his connection with the paper before January 1908. After that, he became one of its major writers. Satish Chandra Mukherji . Head of the National Council of Education and editor of the Dawn , Satish Chandra had little time to write for the Bande Mataram . According to Hemendra Prasad, he contributed a few articles, which were invariably accepted. ...
... shape to the eyes of the people. There was the Bengal National College at Calcutta and there were about 25 secondary National Schools at work in the mofussil under the direction of the National Council of Education. There were besides some three hundred primary National Schools, all seeking the aid of the Council, which in its turn should be more liberally supported by the whole of Bengal in order ...
... were not taken in pursuance of mature deliberation but were the result in some men of a faith which defied deliberation and in others of a yielding to the necessity of the movement. The National Council of Education came into existence because Sj. Subodh Chandra Mallik planked down a lakh of rupees and was followed by the zamindar of Gauripur, an act of faith, because the Rangpur schoolboys and their ...
... Facts and Opinions The Apostasy of the National Council We have received an open letter from some teachers of the Rangpur National school in which they warn the President of the National Council of Education of the evil effects likely to ensue from the recent National Risley Circular and protest strongly against the policy underlying it. For reasons of space we are unable to publish the letter ...
... the century and the programme of freedom struggle conceived by the nationalists had Page 39 placed the creation of national system of education as its integral component. The National Council of Education was set up; the first national college was established, and Sri Aurobindo was its first Principal. Sri Aurobindo also wrote a series of articles on the national system of education. And ...
... them, the leaders of the Swadeshi movement realised that it was now necessary to set up alternative avenues of education on national lines and free from the control of Government. So a National Council of Education was formed and, during his visit to Calcutta, Sri Aurobindo attended some of its meetings presiding over several of them. A munificent donation of one lakh of rupees was promised by Subodh ...
... one's heart. Page 69 "The brief hints given of the moral training and the method of education followed," the review continued, "point to a system far in advance of the National Council of Education which is still tyrannised over by a tradition and method not only European but unprogressively European. A brief instalment of Sj. Aurobindo Ghose's Karahahini is also given which describes ...
... we cherish in our country. When the National Council for Teacher Education came to be established on 17.8.1995, it was like a dream coming true. For decades, educationists all over the country had felt the need for statutory status for the National Council for Teacher Education, which was at that time functioning as a body. within the National Council for Educational Research and Training. It... of teacher education? There should, of course, be a special organ in the National Council of Teacher Education, which will have specific responsibility to propose innovations that can be effected in the present system of education. But that will be only for a transitional period. Ultimately, NCTE should be so empowered that it can influence universities and colleges of teacher education so powerfully... A National Agenda for Education 9. Teacher Education: Objectives, Problems and Recommendations All education is about knowledge and wisdom, about courage and heroism, about art of harmony, and about skill for effective productivity, excellence and perfection. But above all, the central figures of education are the teacher and the pupil, — the ...
... Commission (UGC) *National Council of Educational Research and Training (NCERT) *National Council for Teacher Education (NCTE) *National Institute of Educational Planning and Administration (NIEPA) Page 703 *National Open School (NOS) *Navodaya Vidyalaya Samiti (NVS) These organization are stake holders in the field of education in the country. 2.3... Philosophy of Value-Oriented Education VII ANNEXURE III INDIAN COUNCIL OF PHILOSOPHICAL RESEARCH NATIONAL SEMINAR ON PHILOSOPHY OF VALUE-ORIENTED EDUCATION New Delhi 18-20 January, 2002 REPORT OF RAPID SURVEY OF REACTIONS AND SUGGESTIONS OF PARTICIPANTS Professor R.M. Kalra(Honorary Adviser)... Associate) INDIAN COUNCIL OF PHILOSOPHICAL RESEARCH Darshan Bhawan 36, Tughlakabad Institutional Area New Delhi -110062 I Introduction 1.1The Indian Council of Philosophical Research (ICPR) orgnized at New Delhi a three day National Seminar from 18 to 20 January, 2002 on "Philosophy of Value-Oriented Education : Theory and Practice". 1.2 ...
... while providing value orientation to teacher education—stability and change. Stability demands preservation of culture and change demands technology. The National Council for Teacher Education (NCTE) is developing resource material on indigenous thoughts on education and promotion of use of information and communication technologies in school education through teachers. * The NCTE has been conducting... workshops and sensitization programmes at national and state levels on value education. Page 679 * The national programme for strengthening value-Education approved under the Grants-in-Aid Scheme in Value-Education of the Department of Education, MHRD, Government of India, will be launched during 2002-2003 by National Resource Centre for Value Education (NRCVE). The important dimension of the... in the society. *Education in Human Values need to be woven judiciously in the curriculum at all stages of education. *As suggested by the Chairman, National Open School, the period of pre-service teacher education may be increased to five years. The Teacher Education Curriculum may inter alia include appropriate inputs for education in human values. Education in Human Values ...
... level organisations have shown keen interest in the programme. Teacher Education Curriculum Framework for Quality Teacher Education of the statutory National Council for Teacher Education, (NCTE, 1998) has highlighted that the student/teachers should be capable of understanding the importance of value education, able to interpret values in the contemporary context and evolve strategies of... teacher education—stability and change. Stability demands preservation of culture and change demands technology. The National Council for Teacher Education (NCTE) is well aware of this challenge. The foci of its recent in initiatives have on developing resource material on indigenous thoughts on education and promotion of use of information and communication technologies in school education through... Partho for the Seminar on Value-oriented Education conducted by the Indian Council of Philosophical Research, January 2002 Page 459 VALUE BASED PROGRAMME OF STUDY ON HIV AND FAMILY EDUCATION GRACIOUS THOMAS Introduction The Indira Gandhi National Open University has launched a programme of study on 'HIV and Family Education' since January this year. This programme ...
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