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Adult Literancy, Social Education and Measures for the Diffusion of Culture among the Masses |
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EDUCATION AND CULTURE
During
the Sikh rule, the traditional system of education as it developed in the
medieval period under the Afghans and the Mughals, continued. The maktabs or Persian schools, run
by Muslim Maulvis, but open to all communities, formed the most popular
educational institutions. These taught
Persian which continued to be the court language. Quran schools, attached to mosques, taught Arabic. For more advanced
study in Arabic and in the Muslim sciences and philosophy, there were madrasas. Chatshalas were schools for the
mercantile and trading communities for learning the various tachygraphic forms
of lande (for shopkeepers), mahajani (for merchants) and sarafi
(for bankers). These schools were
conducted by Padhas. For
Sanskrit learning, there were pathshalas.
Gurmukhi schools were attached to
the village gurdwaras or dharmshalas. The course comprised the Balopadesa, the Panj Granti,
the Janamsakhi, Hanuman Natak and. At the advanced level, students also learnt Vedanta and
read Tulsi Ramayana, Vishnu Purana, Adyatam Ramayana, Vichar
Sagar, etc. Though some well-known schools were maintained by State
endowments, yet ordinary schools inthe villages were supported by the local
community. In their deras or
monasteries, sikh sectaries, Nirmalas and Udasis, kept their own schools. The Nirmalas specilized in Sanskrit
learning.
This system of education was
prevalent at the time of the annexation of the Punjab in 1849. Under the British regime, secular schools
were started which taught Urdu with elementary arithmetic, geography and
history. Urdu, till then completely
unknown in indigenous schools – Muslim, Hindu or Sikh – was introduced by the
British who made it the language of official use at lower levels of
administration. Of such institutions,
the present Government Higher Sec9ondary School, Gurdaspur, is one of the
oldest in the State. Opened as
Vernacular Middle School in 1856, it became Anglo-Vernacular in 1870 and was
raised to High School in 1878. An
Anglo-Vernacular Middle School was also established at Batala in 1860 and it
was raised to a High School in 1906.
D.B. Dane High School, Dera Baba Nanak, was raised to the high school
status in 1909, when Sir L. Dane, the then Lt. Governor of the Punjab, visited
the town. Generally Persian script was
employed throughout. Nagri and Gurmukhi
characters were used in a few schools, mostly for girls. The method of instruction employed in
indigenous schools appealed mostly to memory and die very little if at all to
develop the general mental faculties of children. Such schools taught only the three R’s. In others, known as private schools, only languages were taught
and these too by rote. In fact, in
these schools there was little education, properly so-called.
_______________________________________________________________
1. An article entitled
‘Beginnings of Modern Sikh Education’ Harbans Singh, Published in the Punjab
Past and Present, Vol.VII, Part I, Serial No. 15, April 1974, pp.
127-144 ;
Gurdaspur District Gazetteer, 1914 (Lahore, 1915), pp. 190-194
Another
variety of schools, opened after the advent of the British rule, consisted of
the mission schools set up by the Christian missionary organizations. Of these, those established in the district
were the Baring High School, Batala (founded in 1878), A.L.O.E. High School,
Batala, and the Avalon Girls’ High School, Pathankot (founded in 1906). The Christian missionary organizations like
the Christ Church, Gurdaspur, the Church of England Missionary Society, Batala,
the Church of England Zenana Society, Batala, and the American United
Presbyterian Mission, Pathankot, played an important part in the spread of
education in the district.
The
example of Christian missions led to the formation of Indian religious societies
for opening and maintaining educational institutions after the new
pattern. This trend manifested itself
in the establishment of educational institutions by the Arya Samaj, the Sanatan
Dharm Sabha, the Singh Sabha, the Ahmadiyas, etc. which helped in the spread of
education in the district. These
societies favoured the Western style of education and adopted it in the schools
and colleges they sponsored. But they
were simultaneously committed to reviving their distinctive religious and
literary traditions. Mention may be
made here of the Talim-ul-Islam High School at Qadian, an Ahmadiya Institution,
which was in existence in the first decade of the present century.
(b) Literary and Educational Standards
In
a developing economy, education plays a vital role in accelerating its growth
through the development of individual skills, dexterity and productivity. In fact, through the medium of education,
the man-power resources are provided a directing to the desired field of
economic activity.
Prior
to the achievement of Independents in 1947, the Gurdaspur District was one of
the most neglected areas in the then united Punjab. Then main bottleneck in its development was the absence of good
arterial roads which kept the rural population cur off from its own and
adjoining district headquarters as also from the rest of the Punjab. The district, handicapped as it was in many
other ways, remained educationally back-ward also. With the partition of the country in 1947, however, the district
assumed great importance, both as a border district and also an India’s gateway
to the Jammu & Kashmir State. Its
development naturally became one of the major concerned of the State and the
Central Governments and both started on a steady programmes of its reconstruction
in their respective spheres.
In
1901, the proportion of literate persons was 2.8 per cent-5.1 males and 0.2
females, the number of pupils under instruction being 8,790. In 1911, out of every 1,000 persons, 51
among males and only 2 among the females were literate, there being no change
in the literacy fingures over the decade.
The number of pupils in 1911 had, however, risen to 13,821. With the ioening of many new primary,
middle, high and higher secondary schools and colleges since 1947, the district
has made a good progress in the field of education. The literacy rate in 1961 was 25.3 per cent, which was slightly
more than that of the Punjab State’s 24.2.
In 1971, the literacy percentage in the Gurdaspur District was 34.23 as
compared to 33.67 for the Punjab as a whole.
The number of literate males and females per thousands, in the same
year, was 414 and 262, respectively.
In
1961, in the rural areas, the number of literates (without educational level)
was 74,632, primary or junior basic 67,948, and matriculates and above
12,002. In the urban areas, the number
of literates (without educational level) was 26,313, primary or junior basic
49,257, matriculates or higher secondary 16,087, holders of technical diploma
not equal to degree 459, holders of non-technical diploma not equal to degree
643, holders of University degree or post-graduate degree other than technical
degree 1,548, and holders of technical degree of diploma equal to degree or
post-graduate degree 357.
The
following table shows the progress of school education in the district since
the achievement of Independents in 1947 :-
|
Type of
Institutions |
|
Number
of Institutions |
|||||||
|
1947-48 |
1960-61 |
1965-66 |
1971-72 |
||||||
|
|
|
Boys |
Girls |
Boys |
Girls |
Boys |
Girls |
Boys |
Girls |
|
Primary Schools |
.. |
142 |
49 |
471 |
235 |
624 |
32 |
845 |
41 |
|
Middle Schools |
.. |
80 |
5 |
48 |
23 |
67 |
20 |
92 |
14 |
|
High Schools |
.. |
18 |
3 |
51 |
12 |
52 |
13 |
81 |
20 |
|
Higher Secondary Schools |
|
.. |
.. |
6 |
2 |
15 |
5 |
14 |
4 |
|
Total |
|
240 |
57 |
576 |
272 |
758 |
70 |
1,032 |
79 |
(Census
of India, 1961, Punjab District Census Handbook No. 14, Gurdaspur
district, p. 43 ; and District Education Officer, Gurdaspur)
Free
primary education became, and still is, the cry of the day and met with an
encouraging measure of response from all concerned. The State Government, with subsidy from the Centre, embarked on
the gigantic campaign of opening new schools.
The local bodies and the panchayats also contributed their mite to this
end. As a result of these three pronged
campaign the number of schools in the district went up and the number of
scholars in these schools increased.
The implementation of Five-Year Plans also helped in the improvement of
school education. Thus, a vigorous
attack was launched against the evil of illiteracy. However, there continues to be great demand for more and more
schools from all quarters especially from the rural areas.
Ours
being a welfare State, education, like other subjects, is also planned by the
State, yet the various educational societies, missions and philanthropic
endowments are also providing valuable service in the field of education in the
district. Most of the managements are of recent growth. Free and compulsory education has posed a
gigantic task before the private sector, and most of them are keen to hand over
their institutions to the Government.
Those important among such societies are briefly mentioned below :
Educational
Societies Rendering Service in the Field of Education
(1) Christian Missions. – The Christian missionaries have done
pioneering work in spreading education in the district. Reverend F.H. Baring founded the Baring High
School, Batala, on April 1, 1878, which was upgraded to an Intermediate College
in 1944. The present Baring Union
Christian College, Batala, owes its existence to the pioneering educational
work of the Church Missionary Society through two of its early missionaries at
Batala, the Reverend Francis Henry Baring and Miss Charlotte Marie Tucker, and
a succession of other zealous workers whose aim was to educate leadership. Miss Charlotte Marie Tucker also felt the
need of a counterpart school for children living in the town and thus, started
a Primary School. On the death of Miss
Tucker the school’s name was changed to A.L.O.E (A lady of England) in her
honour. She used these initial as pen
name under which she wrote many interesting books. It was raised to a high
school in 1898. This School and the
Baring School continued to serve the Batala area throughout most of the first
half of the twentieth century. The school, however, ceased to function after
the partition of the country in 1947.
At
present the Christian missions run the following institutions in the district:
-
(i)
Baring
Union Christian College, Batala
(ii)
Salvation
Army High School, Batala
(iii)
Methodist
Mission School, Batala
(iv)
Girl’s
Mission School, Dhariwal
(v)
Milni
Memorial Mission High School, Dhariwal
(vi)
Avlon
Girl’s Higher Secondary School, Pathankot
(2) Arya Samaj.- This society has done excellent service in the
field of education and social uplift of women and backward classes through its
various institutions. It has made a
singular contribution towards the resurgence of Indian nationalism and
resuscitation of its ancient culture. The Arya Samaj caters to the need of the
people to meet the increasing requirements of higher education and runs the
following schools and colleges in the district.
(i)
D.A.V
High School, Gurdaspur
(ii)
Shakargarh
D.A.V High School, Gurdaspur
(iii)
D.A.V.
Girls’ High School, Gurdaspur
(iv)
D.A.V.
High School, Dhariwal
(v)
D.A.V.
High School, Kalanaur
(vi)
D.A.V.
High School, Bahrampur
(vii)
Shanti
Devi Arya Mahila College, Dinanagar
(viii)
Ayra
Higher Secondary School, Dinanagar
(ix)
S.L.
Bawa D.A.V. College for Men, Batala
(x)
R.R.
Bawa D.A.V. College for Girls, Batala
(xi)
D.A.V.
Higher Secondary School, Batala
(xii)
Arya
Girls’ High School, Batala
(xiii)
D.A.V.
Higher Secondary School, Qadian
(xiv)
Ved
Kaur Arya Kanya High School, Qadian
(xv)
Lala
Musa Sanatan Dharm Higher Secondary School, Fatehgarh Churian
(xvi)
Ram
Rakha Mal Arya Mahila Maha Vidhalaya, Pathankot
(xvii)
Arya
Higher Secondary School, Pathankot
(xviii)
Arya
Girls’ Higher Secondary School, Pathankot
(xix)
D.A.V.
High School, Jhako Lahri
(3)
Sanatan Dharm Sabha.- This society is also paying a vital
role in the promotion of education among the masses. It run the following institutions in the district:-
(i)
Gita
Bhavan Girls’ High School, Gurdaspur
(ii)
Hindu Putri Pathshala, Dhariwal
(iii)
S.M.D.
Rajput Sanatan Dharm College, Pathankot
(iv)
S.D.
Higher Secondary School, Pathankot
(v)
Saraswati
Kanya Vidya High School, Pathankot
(vi)
S.M.D.
Rajput High School, Sujanpur
(4)
Singh Sabha and other Sikh Societies.-
The Singh
Sabha and other Sikh Societies have also done much for the spread of education
in the district. The institutions
established by them are given below: -
(i)
Guru
Nanak College, Gurdaspur
(ii)
Khalsa
High School, Gurdaspur
(iii)
Guru
Nanak Girls’ Middle School, Gurdaspur
(iv)
Sri
Guru Arjan Dev Khalsa High School, Dhariwal
(v)
Guru
Nanak Girls’ High School, Dhariwal
(vi)
S.K.D.
Khalsa High School, Tugalwala
(vii)
Guru
Nanak Khalsa High School, Satkoha
(viii)
Guru
Nanak College, Batala
(ix)
Sikh
National High School, Batala
(x)
Khalsa
Higher Secondary School, Batala
(xi)
Guru
Nanak Khalsa Higher Secondary School, Batala
(xii)
Sikh
National College, Qadian
(xiii)
Kalaswala
Khalsa Higher Secondary School, Qadian
(xiv)
Baba
Budha Khalsa High School, Teja Kalan
(xv)
Guru
Arjan Dev Girls’ Khalsa High School, Pathankot
Besides the above, Ahmadiyas and some other trusts and management societies are playing important role in the educational, social and religious spheres, the institutions run by these are given below :
(i)
Ahmadiya
Middle Schoold for Boys, Qadian
(ii)
Ahmadiya
Middle School for Girls, Qadian
(iii)
Labhu
Shah Mahajan High School, Dorangla
(iv)
Model
High School, Dhariwal
(v)
Dera
Ghazi Khan Girls’ Middle School, Dinanagar
Women and the under privileged
classes were generally ignores in educational matters before the advent of the
British. Some people had, however,
continued the education of their daughters on an indigenous pattern in
vogue. The mahants of gurdwaras
and temples used to impart education to the girls but unfortunately, due to the
change in the educational pattern, higher education was not possible in
temples, where the girls could learn only the R’s. In 1911, there were altogether 26 girls schools of all grades and
kinds with 924 scholars in them. As
time passed, the number of educational institutions for girls gradually
increased.
After
the achievement of Independents, women’s education made rapid progress in the
district. The introduction of
compulsory primary education also helped much in this respect. In 1971-72, there were as many as 43,451
girls studying in 41 primary/basic primary schools in the district. Besides, there were 14 girls’ middle and 24
high and higher secondary schools in the district with 38,356 students on
rolls. The college education among
women also got impetus and in 1971-72 there were 3 degree colleges for women.
Education
of Scheduled Castes and other Backward Classes
The Scheduled Castes and other Backward Classes, particularly those inhabiting the rural areas, have not been enthusiastic about the education of their children. However, the introduction of compulsory primary education, which is free, have had a salutory effect on them ; and they have been given various other inducements and encouragements. For them, education is free up to the middle standard in all Government schools,. The provision has also been made to award free loans, stipends and scholarships to the students belonging to these classes in all institutions under the various schemes for the welfare of Scheduled Castes, sponsored by the State and the Union Governments. The admission fee is respect of different examinations is reimbursed to these students. Besides, coaching centres for competitive examinations have also been set up for them. Books and clothes are also provided free to the poor and needy students.
The
financial assistance given to the students belonging to the Scheduled Castes
and other Backward Classes in the district, during 1967-68 to 1971-72, is given
below :
|
Year |
|
Stipends (Rs) |
Number of students benefited |
|
1967-68 |
.. |
4,37,085 |
5,617 |
|
1968-69 |
.. |
4,31,741 |
5,179 |
|
1969-70 |
.. |
5,45,629 |
6,280 |
|
1970-71 |
.. |
5,53,941 |
6,371 |
|
1971-72 |
.. |
6,68,041 |
6,537 |
(Source
: District Education Officer, Gurdaspur)
The
number of Scheduled Caste students studying in different schools in the
district, during 1971-72, was as under :
|
Type of Institution |
Number of Scheduled Caste students |
|||
|
Boys |
Girls |
Total |
||
|
Primary Schools |
.. |
13,905 |
6,707 |
20,612 |
|
Middle Schools |
.. |
3,683 |
1,831 |
5,514 |
|
High Schools |
.. |
7,293 |
2,177 |
9,470 |
|
Higher Secondary Schools |
.. |
2,647 |
735 |
3,382 |
(Source
: District Education Officer, Gurdaspur)
Before the provincialization of schools in October 1957, the Zila Parishad (formerly District Board), Gurdaspur, and the various municipal committees in the district had a number of schools under their control. These institutions have played a very prominent part in the spread of literacy. On the provincialization of these schools, the local bodies were required to pay annually a specified contribution towards their maintenance to the Government.
Medium of Instruction
With a view to solving the language problem in the State, the Government evolved a formula designed to satisfy all sections of opinion. The Sachar formula of 1949 has been replaced by a Three Language Formula under which Punjabi is the first language instruction in Government schools at all levels. The teaching of Hindi is compulsory from the fourth primary class onwards, and English has been introduced as a compulsory third language from the sixth class. Privately-managed schools have been given the option to retain Punjabi or Hindi as medium of instruction, but such schools as opt for Hindi are required to teach Punjabi as a compulsory language. This solution, while ensuring compulsory instruction in Punjabi in all the schools in the State, enables the Hindi medium schools to continue teaching through that medium and also ensures that the entire school-going population in the State becomes conversant with both the languages as also English which is an international language and opens a window on the world.
Educational Set-up
With the re-organization of educational set-up on May 8, 1963, the District Education Officer is the overall in charge of the educational activities up to the high and higher secondary schools levels in the district. He is linked with the Director of Public Instructions, Punjab, through the Circle Education Officer, Jullundur. He is assisted by two Deputy District Education survey Officer, one Assistant Education Officer, one district Education Survey Officer, one Science supervisor for physical education and a number of Block Education Officers. The primary schools function directly under the Block Education Officer, but Deputy Education Officers control the middle, high and higher secondary schools in the district.
At ministerial level, the establishment, accounts, examination and general braches function under the general supervision of a Superintendent, who is responsible to the District Education Officer for general administration and working of the District Education Officer.
The main aim of education at this
stage is to give young children social experience rather than formal
instruction. The schools are small
republics. These are the centres of all
social and cultural activity of the locality in which these are situated. These are in a way community centres by
themselves. Useful play-way devices are
introduced in all schools land some very original experiments for developing
the pupil’s personality and character and inculcating in them the habits of
honesty are being successfully tried.
Besides, these promote the physical, mental, emotional and social growth
of children begins to find work in play and play in work.
Free
primary education became and still is the cry of the day and not without an
encouraging measure of response from all concerned. It was introduced in the State during the Third-Five-Year Plan
period (1961-66) in the age group 6-7 in 1961-62, and extended to the age group
7-8 in 1962-63, 8-9 in 1963-64, 9-10 in 1964-65, and 10-11 in 1965-66. The total number of primary/basic primary
schools in the district in 1971-72 was 886, out of which 170 were basic primary
schools. Almost all the primary schools
are co-educational. In 1971-72, the
number of students on rolls in all types of primary schools in the district was
1,02,093. The teachers are entrusted
with the work of teaching the class as a whole in all the subjects in primary
schools and primary sections of middle/high/higher secondary schools in the
district. The total number of students
in a section of a primary school is about 40.
Most of the primary school teachers are either basic trained or have
been oriented to the basic pattern. The
number of teachers in primary/basic primary schools as on March 31, 1972, was
3, 377 (males 1,870 and females 1,507).
Under the new system of education primary schools have been converted
into five-grade basic schools.
According to the 1971 Census, there were 676 villages having 698 primary
schools in the district.
In
1971-72, the total expenditure on primary schools in the district was Rs
96,41,818.
The
details of the educational institutions and scholars at primary stage in the
district are given in Appendix I on page 383.
Secondary
Schools. – There is an all round expansion in the field of education in the
district. The increase in the number of
children/scholars in primary schools due to the free and compulsory education
has increased the enrolment drive in the secondary schools. At the secondary stage, in 1971-72, there
were 18 higher secondary schools, 101 high schools and 106 middle schools in
the district. The total number of
scholars studying in these schools was 18,842, 50,926 and 40,734, respectively.
In
1971-72, the total expenditure on middle and high/higher secondary schools was
Rs 5,49,643 and Rs 98,57,690, respectively.
According to the 1971 Census, there were 86 villages having 89 middle
schools and 44 villages having 47 high or higher secondary schools in the
district. The details of the
educational institutions and scholars at the secondary stage in the district,
as on March 31, 1972, are given in Appendix II on pages 384.
The
total number of teachers (both trained and untrained) in all the higher
secondary, high and middle schools in the district, as on March 31, 1972, was
2,079 (males 1,458 and females 621).
Higher
Education. – In 1950-51, there were only two colleges in the district. The Baring Union Christian College, housed
in the palace of Maharaja Sher Singh at Batala, is the oldest in the
district. The Sikh National College,
Qadian, was started after the partition in 1947 in the precincts previously
occupied by the Talim-i-Islam College which had since been closed. In 1954-55, two more colleges were opened :
the Government College, Gurdaspur, and the S.M.D. Rajput Sanatan Dharm college,
Pathankot. Thereafter, several other
colleges were started from time to time.
However, only one college, viz. Guru Nanak College, Kala Afghana, is
located in the rural areas of the district.
The
colleges, functioning in the district in 1971-72, are mentioned below2
:
1. Government College, Gurdaspur
2. Guru Nanak College, Gurdaspur
3. Shanti Devi Arya Mahila College, Dinanagar
4. Baring Union Christian College, Batala
5. Guru Nanak College, Batala
6. S.L. Bawa D.A.V. College for Men, Batala
7. R.R. Bawa D.A.V. College for Girls, Batala
8. Guru Nanak College, Kala Afghanan
9. Sikh National College, Qadian
10. Ram Rakha Mal Arya Mahila Maha Vidyalaya,
Pathankot
11. S.M.D. Rajput Sanatan Dharm College,
Pathankot
Of
these 3 colleges are exclusively for girls, while the remaining 8 are
co-educational institutions. All these
are affiliated to the Guru Nanak Dev University, Amritsar.
_______________________________________________________________
2In 1973, one new college, viz. Swami Swatantra
Nand Memorial College, Dinanagar, was started.
(1) Government College, Gurdaspur.- The College was stated in 1954 to met the demand of the public of
Gurdaspur and its surrounding villages, since this town being the district
headquarters had no college. Initially
it was started in the building of the Government Higher Secondary School for
Boys, Gurdaspur, but in 1966 it shifted to its own newly constructed building.
The college imparts instructions in Pre-University (Humanities and Science
Groups), Pre-Engineering, Pre-Medical, and Three-Year Degree Course in B.A. and
B.Sc. Training in National Cadet Corps
is also imparted in the college. A
number of literary and cultural societies function in the college to inculcate
the spirit of public speaking and encourage other healthy pursuits among the students. The college also brings out thrice a year a
news-cum-literary magazine named the Gurdas.
Scholarships/stipends
are awarded by the Central Government/Punjab Government to the students
belonging to various categories, viz.
Scheduled Castes/Tribes, economically and other Backward Classes,
handicapped students, sons and daughters of ex-servicemen, political suffers’
sons/daughters and to poor and deserving students.
In
1971-72, there were 1,635 students on its rolls.
(2)
Guru Nanak College, Gurdaspur. – The College was started in 1970 to
commemorate the 500th birthday of Guru Nanak.
The college admits students to the Pre-University, Three-Year Degree
Course in B.A. (Humanities) and T.D.C. Part I (Optional in Punjabi, Hindi and
Military Training). A number of
literary and cultural societies function in the college. The college magazine, Garjdi Parbhat,
is published in the once a year.
Training in National Cadet Corps and National Service Scheme is also
provided. The college also provides
facilities for athletics and games.
The
number of students on the rolls of the college was 568 in 1971-72.
(3) Shanti Devi Arya Mahila College, Dinanagar.
– Started in 1965, the college prepares students for the Three-Year Degree
Course in B.A. It provides facilities
for games and sports. The number of
students on its rolls was 164 in 1971-72.
(4) Baring
Union Christian College, Batala. – The old Baring High School, Batala, was
upgraded to an intermediate college in 1944.
The college provides education to both boys and girls in arts and
science up to B.A. and B.Sc. classes.
There are also Pre-Medical and Pre-Engineering classes and M.A. classes
in English. The college encourages
games and sports. Training in National
Cadet Corps is also provided.
The college magazine, Deep-Shikha, is also
published once a year. The number of
students on its rolls in 1971-72 was 1,300.
(5) Guru Nanak
College, Batala. – Started in 1971, the college provides instructions for
the students of Pre-University and Three-Year Degree Course. There is provision for training of National
Cadet Corps. A number of Societies are
also functioning in the college. The
college has started an open shelf library system which has proved a great
success.
The number of students on the rolls of the college,
during 1971-72 was 211.
(6) S.L. Bawa
D.A.V. College for Men, Batala. – Started in 1971, the college is housed in
the building of the D.A.V. Higher Secondary School, Batala. It imparts instructions in the Three-Year
Degree Course in Arts and Science (T.D.C. Part I), Pre-Engineering, Pre-medical
and Pre-University in Science and Humanities Groups. A number of subject associations, societies and clubs function in
the college. They organise lectures,
debates, declamation contests, recitation contests, paper reading contests and
also educational tours. Arrangements
also exist in the college for various physical activities, sports and games. It also provides training in National Cadet
Corps. The college brings out one issue
of its magazine, Dayadeep.
The
college had 427 students on its rolls in 1971-72.
(7) R.R. Bawa D.A.V. College for Girls, Batala.
– Named after Ram Rakhi Bawa, this college was established in 1965. It offers instructions for the
Pre-University (Humanities Group) and Three-Year Degree Course (Arts). It has also good arrangement of National
Cadet Corps as a subject as well as hobby.
The college holds the unit of National Service Scheme, under which
scheme the students organize programmes of adult education, mother craft, child
care, cookery and sanitation in the villages.
Debates, declamation contests, music contests, drama and educational
discussions are also held off and on.
The college brings out one issue of its magazine, Vidyotama every
year.
The
number of students on its rolls in 1971-72 was 655.
(8) Guru Nanak College, Kala Afghana. – Founded
in 1969, the college caters to the needs of higher education of the students
residing in the rural areas. It imparts
instruction in Pre-University (Humanities Group) and Three-Year Degree Course
(Arts) in B.A. A number of societies
viz. English Literary Society, Planning
Forum and Political Science Society, function in the college. The college
brings out one issue of its magazine, Teesri Akh, every year.
The
number of students on the rolls of the college in 1971-72 was 312.
(9) Sikh National College, Qadian. – Originally
founded in 1938 at Lahore, it was shifted therefrom on the partition of the
country in 1947, and restarted at Qaidan in 1948. The college prepares students for the Three-Year Degree in B.A.
and B.Sc., Pre-Medical, and Pre-University classes in Humanities and Science
groups. A number of societies exist in
the college and every student is required to become member of atleast two of
these. Military training including use
of small arms is imparted to students through National Cadet Corps. The college magazine is published annually.
The
number of students on the rolls of the college was 621 in 1971-72.
(10) Ram Rakha Mal Arya Mahila Maha Vidyala,
Pathankot. – Originally started in 1955 as an academy under the name of the
Arya National college (for Women), it was taken over by the Arya Vidya Sabha in
1968, raised to a full-fledged college and given its present name. The college
imparts instructions for the Three-Year Degree Course in B.A. It has extensive play grounds for our door
games. The college magazine is published
annually.
The
number of students of the rolls of the college was 286 in 1971-72.
(11)
S.M.D. Sanatan Dharm College, Pathankot.- Started in 1953, the colege
imparts instructions in arts and science subjects to the students of
Pre-University (Science and Humanities), Pre-Engineering, Pre-medical,
Three-year Degree Course in B.Sc. and Honours in History. A number of cultural
societies function in the college land arrange co-curricular activities with a
view to inculcate in the students sense of responsibility and self-confidence
on the one hand and infuse literary tastes on the other. The college brings out one chief issue of
college magazine, Chanar, and one supplement to highlight the cultural
and extra mural activities of college students.
The
college had 1,608 students on its rolls in 1971-72.