Home Learning Daily Video 30 December 2020 std 3 to 12
Usually the tone behind the saying ‘old is gold’ is such that the new one looks like brass. And this feeling is felt for every aspect of life. Today we intend to talk about the education system of India.
The idea of comparing the old with the old teaching method started from the 1930s and 40s as it was a personal relationship with the educated people of that time and they got authentic information and their invaluable experiences seemed worth serving. During that time, Montessori method of teaching kindergarten was started in an area of Kutch. Gijubhai Badheka had trained teachers running kindergartens there.
Children going to kindergarten in Sigram (bullock cart). In addition, all the children of the community were admitted to the kindergarten. There was only one eligibility for admission – the child had to be three-and-a-half years old. Paying a small fee means that everyone can afford to give such training to their children. It is worth noting that the children of the working class, the general employed and the underprivileged get an informal education by playing with the children of the bright com. In such a special type of kindergarten, music, drawing, sports, acting and playing games that train all the senses were laid the foundation of formal education.
The group life training was instinctive as all the children had the discipline to sit together and have breakfast and get everything according to their turn. That is why the lessons of civic education did not have to be taught formally. The total number in the kindergarten will be 35-40. Now, it is true that such Montessori kindergartens were not accessible to all, but the rest of the facilities were almost the same as in other villages and towns.
In those days, it was customary for students to leave home at five or six o’clock in the evening, when the time for the primary and secondary education was usually noon. Back then, there was no new training or basic education. But the concept of basic education was adopted by some school administrators. One thing that was common was that mother tongue was the medium of instruction in all schools. Apart from that, Gujarati, history, geography, science and mathematics were the main subjects. As well as sports, gardening, drawing and music training through prayer.
Teachers used to give lessons at home, but it was not a burden, as lessons were taught in a simple style in the form of stories in the classroom. Six monthly and annual examinations are required. But very few students failed and were not afraid of exams. The secondary school was to a large extent similar to the primary school education system. In some schools, John Dalton’s Swadhyay method and the spread of Gandhian thought resulted in the addition of new training and basic teaching practices. Spinning, sewing and farming were added as subjects for the purpose of understanding the value of labor. Writing from litho (typed and printed) to do homework, the students would laugh because they were not constantly afraid of the expensive tuition fees and tuition fees paid by their parents, only their own strengths.
That is why I want to prove it. In schools where not only knowledge of letters and mathematics was given importance, almost all the children got the opportunity to learn and progress in fine arts like music, dance and drawing. In a village or city where such facilities are not available, the parents of the place send their children to other villages for education at an early age for the purpose of holistic development and culture.
It seems that even in the fifties and sixties, the rucksack was a light flower. Before the children left for school, they would play on the floor or on the school grounds without any supervision. Even when he came home in the evening, he used to play games with his friends in the neighborhood. Playing Hututu, Kho, Ubhi Kho, Nagol, Moi Dandiya, Ferrfudardi and many other self-discovered games.
IMPORTANT LINK TO WATCH TODAY HOME LEARNING VIDEO::
Parents do not have to spend anything behind such games. The songs sung while playing were learned from the female class of the house or the big bhandru. This not only develops the language, strengthens the memory, but also inspires self-composition and the joy of adding rhymes or changing songs.
One thing to note here is that in the early years before and after independence, all education from kindergarten to the highest level of college was given through the medium of mother tongue – even though it was British Raj at that time. Even though the primary lessons of Sanskrit and English started in the seventh standard, both the subjects were added to the mainstream from the eighth standard. And yet or say that’s why students can master all languages. It is also worth noting that there was no burden other than personal ambition behind re-reading the lessons taught in the classroom and getting good marks in the exams. Only those who enjoy learning to be light flowers know. Today’s students may never have that experience.
It can be said that the quality of education imparted to the students during the first five-six decades of the twentieth century was excellent. The teachers of that time had the knowledge of the subject at the level of an authorized student. They came fully equipped while teaching. Although the teaching method was somewhat informal, discipline was maintained and a kind of intimacy was formed between the teacher and the students.
Teaching lessons in a way that suits everyone by discerning the different strengths and attitudes of the students. Thus every student develops fully. In short, it was fun to teach teachers and teach students. Indeed at that time the norms and methods of higher education from primary to nurtured Indian systems and values. The school education system would be complementary to cultivate and nurture the sacraments cultivated at home.