Shimla, in the state of Himachal Pradesh, is a fascinating town in the Himalayan foothills of northwest India. Once a British “hill station”, the architecture is more British than Indian, and there are many reminders of India’s colonial past wherever one looks. This couldn’t be more apparent than in our first school visit to the Bishop Cotton Boarding School. Students can enter beginning in Class 3 or 4; after that there may not be many openings. As in all of India, most students who reach Class 11 and 12 are focused on math or science diplomas in preparation for applying to medical or engineering school. Interest in the “commerce” track is increasing; the humanities are not emphasized either by parents or the curriculum. Each course at the high school level has an “end of course” tough exam that the students at Bishop Cotton and all private schools take very seriously!
I loved walking around the campus! Perched on the edge of the mountain with a gorgeous view, the main courtyard is very impressive. All of the main dormitories and classrooms face it. Teachers (about 50% are women) wearing an open scholarly robe and boys in crisp navy blue uniforms with short pants strolled from place to place. The younger students have “matrons” who look after their basic needs until they become familiar with the routines. Most of the gardening (gorgeous!) and the grounds –keeping is done by the boys. They do their own laundry. I would say they are quite prepared for college life by the time they graduate.
We were escorted on a tour of the campus by the headmaster, after enjoying tea in his study. When we walked into the dining hall, I gasped! There were the flags of the 4” houses” hanging over the tables, and large lists of members of winning cricket teams extending to the 1930s were hung below the crown moulding. It was a scene right out of a Harry Potter film! Later we peeked back in when the students were eating lunch at long wooden tables with metal plates—Harry, Ron, and Hermione would have felt right at home! The yearly tuition is approximately $6000-$8000; first year entrants pay additional fees amounting to a total of $10,000.
By contrast, we also visited a government day care center and school –the Anganwadi Centre (AWC) in the outlying village of Tutu. The Indian Government, as part of the “education for all” initiative, has determined to establish an AWC in every village or settlement in the country—1.4 million schools. The preschool for ages 3-6 is intended to be a place of joy and comfort with daily play activities and focus on health and nutrition. Most students are from underprivileged, underserved groups. Preparation to enter the primary school at Class 1 is the goal, as well as providing needed medical services and parent education. Another benefit is that by offering this care for younger siblings, the older ones, especially girls, are free to attend school as well.
After a steep climb up a mountain path, we came upon a simple brick structure—one door, no windows. When we stepped into the gloomy room, I was surprised to see about 20 little tykes, boys and girls in navy blue and white uniforms, seated on the floor in “criss-cross applesauce” –style and facing the teacher. As always, we were greeted with “Good morning, ma’am”, (cued by the teacher since the children are so young). The children stared and I stared back—the room had no electricity, no desks or tables, no toys, no books, paper or crayons! As we had heard in our several lectures in Delhi and Shimla, the village schools have teachers with little training and very few resources. To see the situation first hand was quite humbling. I often hear that Florida teachers “do more with less”, and I complained last year that my school doesn’t have one document camera! I realize now how fortunate I am to have a yearly budget for materials and supplies (reduced from $450 to $250 per teacher last year due to our funding crisis). Government school teachers in India receive about $10 per year.
After a climb further up the path, we came to the primary school. It was a bit more cheery—classrooms had a blackboard, there were desks, and up to 40 students in each classroom. They had textbooks and were studying English or math when we looked in. Above us, at a third leveled area, was the secondary school. Most of the students who waved were boys. In the villages, it may be that girls “drop out” after achieving a basic elementary education.
As you have read, there is much diversity in the available educational options. Despite the challenges, the Indian government supports the "education for all" mandate by funding the essential programs that will result in 100% literacy for its citizens. It will take time to reach out across this great land, but by staying focused on the goal, it will be achieved.
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