Saturday, Nov 11, 2023 09:00 [IST]
Last Update: Saturday, Nov 11, 2023 03:21 [IST]
“Perhaps it is as well that we should not become very wise; for the very wise must sometimes feel rather sad that there is nothing more to learn. They must miss the great adventure of learning new things, and the joy of discovery.”
In the ever-evolving tapestry of human history, few threads shine as brightly as the journey of education in Sikkim. Like a river that never ceases its flow, the story of Sikkim's educational transformation is a testament to the unwavering spirit of progress and adaptation. From its humble beginnings rooted in ancient Tibetan scriptures to the modern educational landscape we witness today, Sikkim's educational odyssey mirrors the broader human quest for growth and enlightenment. As we embark on a captivating exploration of this narrative, we shall uncover the profound impact of education, not as a mere accumulation of knowledge, but as a powerful catalyst for the nurturing of minds and fostering the development of civilization and society. Sikkim's journey is an inspiring reminder that in the face of change, the human spirit, like the intricate societies of bees, can achieve grandeur through shared vision and relentless pursuit of enlightenment.
The river of history has flowed through the ages, although with some interruption, marked by its eddies, whirlpools, and backwaters, yet it continues its course towards unknown seas. History endures, just as the saying goes, 'for men may come and men may go, but I go on forever.'
November 11th marks the birth anniversary of Maulana Abul Kalam Azad. On this day, India observes National Education Day to honour his memory. Maulana Abul Kalam Azad was a prominent freedom fighter and the country's first Education Minister. This occasion is dedicated to promoting education and increasing awareness of its vital role in the nation's development. It serves as a reminder of the imperative for quality education and the eradication of illiteracy in India.
So on this special day, let us engage in a discussion about the history and the progress of education of our own Sikkim. It might be worthwhile for us to pause and take a moment to assess our current position in our educational journey in Sikkim. How far have we progressed? Where do we stand today? And contemplate what the present stage appears to be like.
Let us then take seats in Alladin's magic carpet and pay a brief visit to the history and the development of education in Sikkim.
Since the establishment of the Namgyal Dynasty in 1642, education in Sikkim was primarily limited to the study of Tibetan scriptures within various monasteries. The inception of modern education in Sikkim can be traced back to the arrival of Finnish Missionaries in the year 1880. These missionaries founded three primary schools in Sikkim: one in Khamdong, one in Sang, and one in Mangan. In the year 1884, Scottish Missionaries also established ten primary schools.
The foundation for secondary school education in Sikkim was laid by the 10th Chogyal of Sikkim, Sir Thutob Namgyal, who, in 1889, established two schools known as the Bhutia Boarding School and the Nepali Boarding School.
As the 20th century began, numerous primary schools were established in both the government and private sectors. Additionally, the government took steps to set up secondary schools in the region. By the year 1913-14, Sikkim boasted a total of 2 secondary schools and 25 primary schools. It's worth noting that a significant majority of these primary schools were operated and maintained by the Scottish Missionaries. The state itself oversaw the management of 3 schools, while 6 were maintained by the landlords (Kazis) within their respective estates. Additionally, 2 primary schools were under the care of the Scandinavian Alliance Mission.
By the end of 1921, Sikkim had seven government schools, which included the Bhutia Boarding School, Nepali Boarding School, a girls' school primarily catering to the daughters of the Kazis and the Thikadars, one village school in Lachen, another village school in Lachung, Enchey Monastery School, and an Industrial school in conjunction with the jail department, where convicts received training in various skills.
A significant reform in the education system occurred in November 1920 when Maharaja of Sikkim, Sir Tashi Namgyal, officially recognized the Education Department. This move placed the education department under the authority of the "Director of Education, Sikkim State" and was further supported by a "Board of Education, Sikkim State."
It's important to note that while secondary education had started as early as 1889, there was no provision for higher secondary education in the kingdom until 1925. The establishment of the Tashi Namgyal Academy in 1926 by Sir Tashi Namgyal marked the significant development of higher secondary education in Sikkim. This esteemed institution sent its first batch of students to sit for the matriculation examination in March 1931.
The era of planned modern economy, funded by benevolent India, commenced in Sikkim in 1954. During this period of planning, significant transformations were observed in the field of education. Education was no longer perceived as a luxury but as a fundamental necessity. To make education more accessible to the general population and provide them with the opportunity to reap its benefits, thereby enabling them to contribute effectively to the development of the kingdom, the government placed a strong emphasis on education as part of its planned initiatives.
Over the course of the three distinct plans implemented in Sikkim, significant progress was made in the field of education. In 1954, approximately 1,800 students were enrolled in primary schools, and this number surged to 12,300 by the close of 1971. This substantial increase in primary education enrollment reflects a remarkable achievement. Turning our attention to secondary education, in 1954, only 600 students attended middle schools, but by the end of 1971, this figure had risen to 6,000. While specific statistics regarding the number of students in higher secondary schools are unavailable, it is known that by the end of the Third Plan, there were 7 higher secondary schools, 21 secondary schools, and 164 primary schools. Considering these statistics, it becomes evident that during the seventeen-year span of the plan period, there was a substantial rise in the number of school-going children. This represents a noteworthy accomplishment, particularly for a small kingdom like Sikkim.
During the plan period, a significant initiative was undertaken to establish primary schools with the aim of ensuring that every child had access to a school within a walking distance of 2 miles. In his coronation speech, Chogyal Palden made a claim that no child lived more than two miles from educational facilities. Furthermore, within a walking distance of 10 miles, a junior high school was established, and each district headquarters had one higher secondary school.
Furthermore, to address the challenges of students traveling long distances to reach school, hostel facilities were established at selected locations. In each district headquarters, a library was established, serving both as a social service for readers and as a center for adult education. Another notable aspect of educational development in Sikkim was the provision of financial assistance and scholarships to students. The government of Sikkim, with benevolent support from the Government of India, allocated an annual provision of 25 scholarships for post matriculate students to study in Indian institutions. Additionally, 10 Sikkimese students were granted scholarships to study in Indian schools. The government of Sikkim also extended financial assistance to economically disadvantaged students and provided free books to them. This commitment to supporting students by the government can be traced back to as early as 1913, as evidenced by a letter from Sir Thutob Namgyal to the Headmaster of the Bhutia Boarding School, where he considered the intention to supply free books to "destitute and the helpless boys."
Since Sikkim became a part of the Indian Union in 1975, we have witnessed notable advancements in the field of education. With each change in government, the development of education has consistently been a central agenda and a prominent manifesto item. While I lack concrete documentary evidence, a widely acknowledged achievement in the expansion of schools is often mentioned. Many politicians and older generations, including my family members, have recounted the story of N.B. Bhandari's tenure when he is said to have authorized the establishment of 1400 schools in a single go.
Under P.K. Chamling's leadership, I personally witnessed the enhancement of numerous existing schools. New educational streams and courses were introduced in post-matriculation education, and schools were upgraded from primary to junior secondary and from secondary to higher secondary levels.
In the current government, there is a clear emphasis on repairing schools and colleges, as well as substantial recruitment and regularization of teachers. However, one genuinely remarkable achievement in the field of education since Sikkim's integration into India is the establishment of Sikkim Central University, founded under an Act of the Indian Parliament in 2007.
Although Khangchendzonga State University, i.e., the Government of Sikkim University, has also been established, it currently offers only a limited range of courses and requires significant progress and development to attain the grandeur expected of a university.
Nothing in the world that is alive remains unchanged; only the dead cease to grow. This principle applies to both the life of man and the life of civilisations. Whether we desire it or not, progress continues unabated, and we must adapt to these changes. The same holds true for the evolution of education here. Over time and with the advent of modernity, we are compelled to move forward.
The progression of man from a state of barbarism to civilization is a central theme in history. The study of history should teach us how the world has slowly but surely progressed, how the first simple animals gave place to the more complicated and advanced animals, and how at last of all came the master animal¬¬ i.e. Man, and how by the force of his intellect he triumphed over the others.
The primary objective of education should be the development of the mind and the spirit. It should instill in us values of universal brotherhood, social organization, cooperation, and mutual assistance. Education must guide us toward eradicating hatred and intolerance, promoting unity and harmony.
In conclusion, the journey of education in Sikkim reflects the broader human story of progress and adaptation. Just as nothing in the living world remains static, civilizations and societies must evolve to thrive. The history of Sikkim's educational development, from its roots in Tibetan scriptures to the modern system we see today, demonstrates this dynamic evolution.
As we reflect on the past and the remarkable transformations that have occurred, it becomes evident that education has been a pivotal force in shaping the destiny of Sikkim. From Finnish and Scottish missionaries opening the doors of learning to the establishment of key institutions like the Bhutia Boarding School and the Tashi Namgyal Academy, education has been the key to unlocking the potential of Sikkim's people. Back in those days there was no local workforce, so teachers had to be brought in from outside. However today Sikkim has cultivated a sufficient workforce for the state and even for other regions outside the state, and this achievement is primarily because of education.
The era of planned modernity brought a paradigm shift, emphasizing the essential role of education in a changing world. The monumental rise in the number of schools, the expansion of primary and secondary education, and the introduction of scholarships illustrate Sikkim's commitment to providing quality education to its citizens.
Education's fundamental purpose, is not merely the accumulation of knowledge but the nurturing of the mind and spirit. It should instill values of unity, cooperation, and mutual support, mirroring the remarkable social organization. In the post-1975 period, Sikkim's journey continued, marked by a commitment to further advancements in education. While anecdotes of exceptional growth, such as N.B. Bhandari's era, persist, each government has played its part in enhancing the educational landscape. The establishment of Sikkim Central University stands out as a crowning achievement, underscoring Sikkim's dedication to providing higher education opportunities.
As we look to the future, Sikkim's educational journey serves as a testament to human progress, adaptability, and the potential for positive change. The river of history flows ever onward, and Sikkim's commitment to education ensures that its people are well-prepared to navigate the unknown seas of tomorrow. Like the insects in works of Maurice Materlinck's "The Life of the Bee," of White ants and Ants, we can marvel at the remarkable social organization of these insects, that have mastered the art of cooperation, Sikkim's story is a testament to what can be achieved when people come together with a shared vision of progress and enlightenment.
