Table Of ContentSponsoring Committee* Professor R» K. Speer
Professor E. Harris and
Professor 0. 0. Arndt
A PLAN TO DEVELOP AN EDUCATIONAL PROGRAM FOR SOCIAL LIVING IN
ELEMENTARY SCHOOLS OF BOMBAY PROVINCE
MOHSIN HAMDANI
Submitted in partial fu lfillm en t of the
requirements for the degree of Doctor of
Education in the School of Education of
New York U niversity
Pinfil Document
tawud. 6_J9S2
pat.MAB
1952
SPONSORING COMMITTEE: DR. ROBERT K. SPEER CHAIRMAN, ASSISTANT
PROFESSOR ELLA HARRIS AND PROFESSOR CHRISTIAN 0. ARNDT.
AN ABSTRACT OF
A PLAN TO DEVELOP AN EDUCATIONAL PROGRAM
EOF SOCIAL LIVING IN ELEMENTARY SCHOOLS
OF BOMBAY STATE
BY
MOFSIN HAMDANI
)>. ’ IVFRSIDE DR. NEW YOKES ' .. N.Y.
J *A V V
The Problem: and Its Significance
The purpose of this study was: (l) to develop a program plan
for the first four grades of the elementary schools of Bombay State, (2) to
summarize the needs of children as enumerated by American. and Indian educa
tors.
This study was designed to help meet children's bic-social,
economic, and emotional needs. The elerrerrtrary schools cf tomorrow must —
meet the needs of today's children. The independence cl India, necessitates
a pattern of living leading to the democracy and equality fundamental to the
ideals of a new India.
The Background of the Problem
The author has been for twelve years the principal and director
a private cc-educational school, Madrasah hoherarrediyah, Surat. Realizing
01
that the curriculum should be chanced, he has proposed a new plan, orient
ing ti.e curriculum toward development of basic social concepts.
An interpretative stud-/ of the curriculum of social living in the
United States in used as a background for the project. This study was ba sed
on observations of eocinl-liviny curriculum procedures, as practiced in New
York: and its suburbs.
The Procedure
It is found that no related research i n the field of the project
has been made. Therefore, this study h^s been planned as follows:
The first sub-probler was to describe the present conditions
in India, particularly in Bombay State, in relation to the economic,
social, and physical conditions. literatu re deal iny with these condi-
with emphasis on Bombay State war analysed.
-1-
The second sub-r.robl sir was to describe the program of
education in Bombay State, showing the need for change in the curric
ulum of the elementary echools. The Wardha Scheme for Basic Education
is studied and criticised in its different aspects to point out how
far i t was suitable to the needs.
The third snb-probl em was to prepare a ground for the pro
gram by showing: (l) Basic needs, (?) Elementary educational trends
of the United Sts tea. A survey method was used in this problem. The
author summarized statements of American and Indian educators on the
pertinent needs. A questionnaire was sent to Indian educators in the
United States and India in order to ascertain the basic needs of the
children of Bombay State. The basic needs indicated in trie question-
n airs-rep liee were verified by interviewing Indian students in the
United States.
The fourth Bub-croblem was tc propose a program for the
f ir s t four grades in the area of social 1ivinr and studies. An inter
pretative study of the curriculum of social livinn of the elementary
schools in the United States has been made in order to adapt and apply
i t to an. over-all program of social 1 ivinr to meet the needs of chil
dren of Bombay State. I,'c blue print has been set forth, but only
suggestions have been made for such practices which may suit the pre
sent conditions in India.
Conclusion
This plsn would help the elementary school to enricn their activ
itie s , tc give the children security and a feeling that tne society approves
of then. The purpose of the ec».ool environment ia to improve tne method of
teaching basic subject natter by removing some of' the present classroom
f orrra.l ity; and by riving full freedom to children and teachers to experience
the realities of life. The basic needs of "the children of India are found
to be physical, social, and emotional. The development of the child's per
sonality and his social growth in the ways of democracy require specifically
the satisfaction of the following principal needs, basic for the proposed
program: (l) Food, nutrition, (2) Good health and good physique, (5) Build
ing of concepts and attitudes of cooperation, (4) Social attitudes towards
other communities, (5) Respect for the rights of others, (o) Need for belong
ing* (7) Need for security.
This program 'will be ueed as an hypothesis for experimentation in
the author's own school. The question remains whether such a program can be
applied to the education of Indian children in general. I t is hoped that
experimentation in a small school may yield some suggestions for public
education. This study is the first of its kind on these la-nes and may open
a new avenue in the educational field in India. The author recognises that
similar studies in other fields are needed; the baEic sk ill subjects (reading,
writing, and arithmetic): the arts; the humanities and science require simi
lar research. An orientation for heelth program and guidance has been pro
posed as a part of the essential supporting sciences for a program of social
living. Social studies is a matter of grasp±;.~ those relationships in groups
and communities which arc of the greatest concern of human beings. It should
begin in the here and now. The initial approach begins with ordinary affairs
ox' school and hoce life in solving the problems of living in the child's
environment. The suggested social goals are ae follows: (l) The bond of our
common humanity, (2) Individual differences and th eir challenge, (5) Infinite
potentialities of human nature, (4) Interdependence ox' all men.
these goal a may contribute to 2 development in India of a democratic citizsn-
ship and cf potential leadership in a growing world com unity.
-5-
I hereby guarantee that no part of the dissertation
or document which I have submitted for publication has been here
tofore published and (.or) copirighted in U.S.A.,except in the
case of passages quoted from other published resources; that I
arc the sole author and proprietor of said dissertation or docu
ment; th at the dissertation or document contains no matter
which, if published, will be libelous or otherwise injurious,
or infringei n any way the copyright of any other party; and
th at I w ill defend,indemnify and hold harmless New York Univer
sity against all suits and proceedings which may be brought and
againBt a ll claims which may be made against New' York University
by reason of the publication of said dissertation or document.
Mohsin Hamdani
January 25, 1952
benevolent benefactor
His Holineee, Dr. Ssiyedna Taher Saifuddinsaheb
To whom I owe ay life
ii
r» ii*
"I shall work for an India in which the present shall
feel that it is their country, in whose making they
have an effective voice, an India in which there
shall be no high class and low class of people, an
•India in which all communities shall live in per
fect harmony. . . . There can be no room in such
India for the curse of untouchability or the curse
of intoxicating drinks and drugs. . . . V'omen will
enjoy the same rights as men. This is the India of
ray dreams."
—M. K. Gandhiji
iii
ACKNOWLEDGEMENT
The author expresses his sincere appreciation for the professional
advantages which he received in his graduate work at the School of Education,
New York University, from February, 19^9 to February, 1952. In particular,
he is greatly obliged for the avford of the Chancellor1 s scholarship which
enabled him to complete his studies.
Faculty and staff members and students who gave him valuable as
sistance are too numerous to be mentioned individually. But the author
wishes to acknowledge his sincere gratitude to Dr. Robert K. Speer, major
adviser, whose genuine interest and personal sympathy, kind advice and gen
erous guidance gave the necessary encouragement and support to the author
in his study. Hie keen interest and constructive criticism at every stage
of its development inspired confidence.
To Dr. 0. 0. Arndt and Dr. E. Harris is due a debt of gratitude for
their time and advice. Dr. Arndt, in particular, guided the -writer in de
veloping the practical suggestions included in th is project.
Finally, to all the Indian educators and students who responded to
the questionnaire prepared for this project, the author expresses his sin
cere thanks.
—k'ohsin Hanidani
Nev: York, February 1952
TABLE OF CONTENTS
Page
LIST OP TABLES..........................................................................................................................viii
Chapter
I. INTRODUCTION ....................................................................................................... 1
General Statement.......................................................................................... 2
Significance of the Study......................................................................... 5
Delimitation ............................................................................... . . . . . 4
Procedure ........................................................................................................... 4
II.
PRESENT PHYSICAL, ECONOMICAL AND SOCIAL CONDITIONS OF INDIA . . 6
Economic C ondition...................................................................................... 11
National Income.............................................................................................. 16
Social Conditions.......................................................................................... 18
Physical C ondition...................................................................................... 21
The Economic and Social F u tu re ............................................................. 26
III. THE BOMBAY STATE.............................................................................................. 29
Local D ifferences.......................................................................................... 29
A g ricu ltu re...................................................................................................... }0
O ccupations.......................................................................................................
Food S itu a tio n .............................................................................................. 51
Industrial Development and LaborP roblems.......................................... 51
Housing ................................................................................................... 52
H e a l t h ................................................................................................................ 52
Educational S etting...................................................................................... 52
State C ontrol......................... 55
The Administration ........................................................ 55
Dual School O rganization......................................................................... 55
Some Steps Taken by the Government of Bombay in Regard to
Education....................................................................................................... 58
IV. THE PRESENT EDUCATIONAL SYSTEM ANDT HE NEED FOR CHANGE IN THE
CURRICULUM.......................................................................................................... 42
New Approach to the Basic Education.................................................... 44
The New Scheme Should Guide the Children to Follow Non-
Violence ....................................................................................................... 45
Basic Education Should Be Craft-Centered....................................... 46
Set-up of Students in a Basic S ch o o l................................................ 47
Correlation of the Crafts with the Humanities............................... 48
The Impact of the Scheme......................................................................... 50
v
