Class 11 Education Chapter 3 — School and Its Organisation
Welcome to HSLC Guru! This page provides complete question-answer solutions for Class 11 Education Chapter 3 — School and Its Organisation as per the latest ASSEB (Assam State Board of Secondary Education) syllabus for HS First Year. The chapter explains the meaning of school, its functions as a social institution, types of schools, the components of school organisation, the school plant (building, library, laboratory, playground), the role and qualities of the head teacher, principles of time-table construction, co-curricular activities, school discipline, and the parent-teacher relationship. Below you will find the textbook questions, additional short and long answers, and multiple-choice questions that follow the AHSEC examination pattern.
Summary
The word “school” originates from the Greek word “Skhole” which means leisure. In ancient Greece, leisure time was used for intellectual discussions, debate and reflection — gradually that meeting space became formalised as the school. A school is a specialised social institution established by society to systematically transmit its accumulated knowledge, culture, values and skills to the younger generation. The school is sometimes described as a “miniature society” because it reproduces, in a controlled and graded form, the social relationships, responsibilities, cooperation, leadership, discipline and division of labour that the child will encounter in the wider society. By living and learning in this miniature community, the child gradually acquires the social, intellectual, ethical, vocational and aesthetic competencies that adult life will demand.
The functions of the school are many. It develops the child’s intellectual powers through systematic instruction; it promotes physical health through games and physical education; it cultivates moral and ethical values; it transmits cultural heritage; it prepares the child for vocation and economic life; it inculcates democratic, civic and social attitudes; it identifies individual differences and provides for each child’s growth; and it acts as a bridge between the home and the wider community. Schools are classified in several ways: by curriculum and method (traditional and progressive); by the manner in which they organise learning (formal, non-formal and informal); by management (public/government, private and aided); and by level (pre-primary, primary, secondary and higher secondary).
School organisation refers to the systematic arrangement of all the physical, human and curricular resources of the school so that the educational aims may be efficiently achieved. The main aspects of school organisation are physical (building, furniture, equipment), intellectual (curriculum, library, laboratory, teaching aids), social (assembly, house system, student council), ethical (discipline, moral instruction, value education), vocational (work experience, craft, vocational guidance) and cultural (literary clubs, music, drama, art, festivals). The school plant is the integrated set of physical resources — the site, the building, classrooms, library, laboratories, playground, garden, hostel and furniture — that together form the learning environment. A good site should be elevated, rectangular, free from noise, away from markets and bus stands, near residential areas and with room for future expansion. Classrooms should accommodate about forty to fifty students, be well lit and ventilated, with furniture proportioned to the pupils’ height. The library must have a qualified librarian, subject-wise arrangement of books and a quiet reading room; the science laboratory must have safe storage, gas, water and electric supply, and instructional aids; and the playground must be large, level and provided with equipment for indoor and outdoor games.
The head teacher is the captain of the school. He plans the academic programme, supervises the staff, frames the time-table, maintains discipline, manages finances, keeps records, organises co-curricular activities, builds rapport with parents and represents the school before the public. A successful head teacher must have sound general and professional education, leadership, vision, impartiality, integrity, resourcefulness, sympathy and good health. The time-table is the second timepiece of the school and reflects its educational philosophy in practical form; it must respect principles of variety, length of school day, fatigue and rest, fixed periods, free periods, justice to all subjects, play and recreation, and flexibility. Co-curricular activities — physical, academic, social, civic, cultural and aesthetic — are not “extras”; they are the natural complement of curricular work and develop the whole personality of the child. School discipline is the orderly conduct of school life through self-control rather than fear, and it is best maintained through inspiring teaching, attractive surroundings, fair rules, healthy co-curricular life and the personal example of teachers. Finally, a strong parent-teacher relationship — through Parent-Teacher Associations, home visits, open days and progress reports — keeps the home and school in step and is essential for the all-round development of the child.
সাৰাংশ
“School” শব্দটোৰ উৎপত্তি গ্ৰীক “Skhole” শব্দৰ পৰা হৈছে, যাৰ অৰ্থ হ’ল অৱসৰ বা আলহী সময়। প্ৰাচীন গ্ৰীচত মানুহে আলহী সময়ত একত্ৰিত হৈ জ্ঞান-চৰ্চা কৰিছিল আৰু সেই বৈঠকস্থলীয়েই কালক্ৰমত বিদ্যালয় ৰূপত পৰিচিত হ’ল। বিদ্যালয় হৈছে সমাজে স্থাপন কৰা এক বিশেষায়িত সামাজিক প্ৰতিষ্ঠান, য’ত নতুন প্ৰজন্মৰ ওপৰত সমাজৰ সঞ্চিত জ্ঞান, সংস্কৃতি, মূল্যবোধ আৰু দক্ষতাসমূহ সুসংগঠিতভাৱে স্থানান্তৰ কৰা হয়। বিদ্যালয়ক “ক্ষুদ্ৰ সমাজ” বুলি কোৱা হয় কাৰণ ই বৃহৎ সমাজৰ সম্পৰ্ক, দায়িত্ব, সহযোগিতা, নেতৃত্ব আৰু অনুশাসনৰ এক ক্ষুদ্ৰ ৰূপ ছাত্ৰৰ আগত উপস্থাপন কৰে।
বিদ্যালয়ৰ মুখ্য কাৰ্যাৱলী হ’ল — বৌদ্ধিক বিকাশ, শাৰীৰিক সুস্বাস্থ্য, নৈতিক চৰিত্ৰ গঠন, সাংস্কৃতিক ঐতিহ্য সংৰক্ষণ, বৃত্তিমূলক প্ৰস্তুতি, গণতান্ত্ৰিক নাগৰিকতা, ব্যক্তিগত পাৰ্থক্য চিনাক্তকৰণ আৰু গৃহ-সমাজৰ সেতু হিচাপে কাম কৰা। বিদ্যালয়সমূহক কেইবাটাও দৃষ্টিকোণৰ পৰা শ্ৰেণীভুক্ত কৰিব পাৰি — প্ৰচলিত আৰু প্ৰগতিশীল, আনুষ্ঠানিক আৰু অনানুষ্ঠানিক, চৰকাৰী আৰু ব্যক্তিগত। বিদ্যালয় সংগঠন অৰ্থাৎ বিদ্যালয়ৰ শাৰীৰিক, মানৱীয় আৰু পাঠ্যক্ৰম সম্পদসমূহ এনেকৈ বিন্যাস কৰা যাতে শৈক্ষিক লক্ষ্য সফলভাৱে সাধন হয়। বিদ্যালয় প্লেণ্টৰ ভিতৰত পৰে স্থান, ভৱন, শ্ৰেণীকোঠা, পুথিভঁৰাল, পৰীক্ষাগাৰ, খেলপথাৰ, বাগিচা আৰু আচবাব। প্ৰধান শিক্ষক হ’ল বিদ্যালয়ৰ কৰ্ণধাৰ — তেওঁ পৰিকল্পনা, পৰিদৰ্শন, সময়সূচী, অনুশাসন, বিত্তীয় ব্যৱস্থাপনা আৰু সহপাঠ্যিক কাৰ্যকলাপৰ দায়িত্ব বহন কৰে। সময়সূচী, সহপাঠ্যিক কাৰ্যকলাপ, অনুশাসন আৰু পিতৃ-মাতৃ-শিক্ষক সম্পৰ্ক — এই সকলোবোৰ বিদ্যালয়ৰ সাৰ্বিক সাফল্যৰ স্তম্ভ।
Textbook Questions and Answers
1. What is the meaning of the word “school”? From which language has it been derived?
Answer: The word “school” is derived from the Greek word “Skhole” (also spelt “Schola”), meaning “leisure” or “spare time used for discussion and learning.” In ancient Greece, free citizens used their leisure to gather in groves and porches and discuss philosophy, science and ethics; those gatherings gradually evolved into formal places of learning that we now call schools. Thus, in the original sense, the school is a place where one engages in serious intellectual conversation during leisure hours, away from the pressures of work.
2. Define school as a social institution.
Answer: A school is a specialised social institution deliberately established by society to provide systematic, planned and continuous education to children and young people, so that they may grow into responsible, productive and cultured members of the community. According to John Dewey, “the school is a special environment where a certain quality of life and certain types of activities and occupations are provided with the object of securing the child’s development on desirable lines.” It is “social” because it serves the needs of society, and “institution” because it is permanent, organised and governed by accepted rules.
3. Why is the school called a “miniature society”?
Answer: The school is called a “miniature society” because it reproduces, on a small and graded scale, the relationships, responsibilities, rules, cooperation, leadership and division of labour that exist in the larger society. In school the child meets companions of different family backgrounds, religions and abilities; he obeys rules, holds offices in clubs, helps in cleanliness drives, takes part in elections of the student council and observes national festivals — exactly the kind of conduct that adult citizens are expected to display. T. P. Nunn rightly said, “school is a community in miniature,” because here the child practises in advance the habits, attitudes and skills of community living.
4. Mention the main functions of the school.
Answer: The main functions of the school are: (i) intellectual development through systematic teaching of languages, science, mathematics and humanities; (ii) physical development through games, sports and physical education; (iii) moral and character development through value education and the example of teachers; (iv) preservation and transmission of cultural heritage; (v) preparation for vocation through work experience and pre-vocational courses; (vi) development of democratic citizenship and civic responsibility; (vii) socialisation of the child by providing experiences of cooperative living; (viii) recognition of individual differences and provision for each child’s growth; (ix) development of aesthetic appreciation through music, drawing and literature; and (x) acting as a bridge between the home and the wider community.
5. What is meant by school organisation?
Answer: School organisation means the systematic and harmonious arrangement of all the physical, human and curricular resources of the school — building, equipment, staff, pupils, time-table, curriculum and co-curricular programmes — so that the educational aims of the school may be achieved with the greatest economy of time, energy and money. According to Ryburn, “school organisation is the arrangement and use of all that is in the school, the human and material elements, in such ways that they may make the achievement of the school’s purposes possible.” It is therefore not mere administration of routine work but a creative process by which the head and staff give shape to the educational philosophy of the institution.
6. What are the main aspects of school organisation?
Answer: The main aspects of school organisation are six in number: (i) Physical aspect — building, furniture, equipment, lighting, sanitation; (ii) Intellectual aspect — curriculum, library, laboratory, teaching-learning aids; (iii) Social aspect — morning assembly, house system, student council, NSS, scout-guide; (iv) Ethical/Moral aspect — discipline, value education, moral instruction; (v) Vocational aspect — work experience, craft, pre-vocational training and career guidance; and (vi) Cultural and aesthetic aspect — literary clubs, music, drama, drawing, debate, festivals and exhibitions. A balanced school must take care of all six aspects, not merely the academic one.
7. What is meant by “school plant”? Mention its components.
Answer: The school plant is the entire complex of physical facilities — site, building, classrooms, library, laboratories, playground, garden, hostel, furniture, equipment and apparatus — together with the human resources of teachers, students and staff that work within them. In short, it is the total learning environment of the school. Its main components are: (a) the site or land on which the school stands; (b) the school building including classrooms, staff rooms, head’s office and toilets; (c) the library; (d) the science laboratory; (e) the playground and garden; (f) furniture, blackboards and teaching aids; and (g) sanitation, water and electric supply. A well-planned school plant inspires the child to learn and the teacher to teach.
8. State the conditions of selecting a site for a school.
Answer: A good school site should fulfil the following conditions: (i) it should be rectangular or square in shape so that the building, playground and garden can be conveniently laid out; (ii) it should be slightly elevated and well-drained, free from water-logging; (iii) it should be away from busy roads, markets, bus stands, cinema halls, factories and slaughter houses, so that noise, dust and undesirable influences do not reach the children; (iv) it should be near residential areas so that children can reach school easily; (v) it should have healthy surroundings with open space, light and air; (vi) the soil should be firm enough for construction; and (vii) it should provide enough room for future expansion of the building, playground, garden and hostel.
9. State the conditions of a good school building.
Answer: A good school building should have the following features: (i) it should be planned according to the academic, physical and recreational needs of the pupils; (ii) it should have proper ventilation, lighting and air circulation in every room; (iii) the most suitable architectural pattern is the “E-pattern” or open quadrangle so that every room receives sunlight and air; (iv) there should be adequate sanitation — separate toilets for boys, girls and staff, and uninterrupted water supply; (v) there should be facilities for indoor and outdoor games; (vi) the head’s room, staff room, office, library, laboratory and store should be located conveniently; (vii) the building should be earthquake-resistant and fire-safe; and (viii) the colour scheme should be soothing and the surroundings should be kept neat with gardens and trees.
10. State the conditions of a good classroom.
Answer: A good classroom should have the following conditions: (i) the size should be sufficient to accommodate about forty to fifty students comfortably (roughly 24 ft × 22 ft); (ii) it should have enough windows on opposite walls for cross ventilation and natural light; (iii) furniture (desks and benches) should be proportioned to the height of the pupils, with adjustable seating for different age groups; (iv) the shape should be square or rectangular so that every student can see and hear the teacher; (v) the blackboard should be placed on the wall opposite the main light source, at the eye-level of the seated child; (vi) walls should be painted in light colours and decorated with educational charts; and (vii) the floor should be clean, dust-free and easily washable.
11. What are the conditions of a good school library?
Answer: A good school library should fulfil the following conditions: (i) it should be housed in a separate building or at least in a separate, well-ventilated and well-lit hall within the campus; (ii) entry should be regulated through a proper register and identity card so that books are protected; (iii) books should be arranged subject-wise on open shelves following the standard classification system; (iv) there should be a spacious reading room with adequate tables, chairs and reading lights; (v) a qualified, trained librarian should be in charge; (vi) it should subscribe to good newspapers, journals and magazines; (vii) lending rules, fines and renewal policies should be clearly displayed; and (viii) reference books, dictionaries, encyclopedias and digital resources should be available.
12. State the conditions of a good school laboratory.
Answer: A good science laboratory should have: (i) a location away from regular classrooms so that experiments do not disturb other classes; (ii) sufficient working tables and stools so that every student gets a place during practical work; (iii) safe storage cabinets for apparatus, glassware and chemicals, with poisonous chemicals locked separately; (iv) instructional aids such as charts, models, projectors, screens, computers and films for demonstration; (v) regular supply of gas, water and electricity at every working bench; (vi) a fume-hood or exhaust fan to remove harmful vapours; (vii) a first-aid box and fire-extinguisher for emergencies; and (viii) a qualified laboratory assistant to maintain the apparatus and assist the teacher.
13. Discuss the role of the playground in a school.
Answer: The playground is an indispensable part of the school plant. It develops the physical health of the pupils through games, athletics and physical exercise; it cultivates qualities of teamwork, leadership, fair play, obedience to rules and acceptance of victory or defeat with grace; it removes the monotony of classroom learning and refreshes the mind for further study; it provides a natural outlet for the surplus energy of children; and it offers opportunities for social mixing across classes and houses. A good playground should be level, well-drained, large enough for the major games of the region, marked for tracks and courts, and equipped with goal-posts, nets and indoor-game facilities. Without a playground a school is incomplete, however good its classrooms may be.
14. Mention the duties and responsibilities of the head teacher.
Answer: The duties of the head teacher (or headmaster/principal) cover the entire life of the school. They include: (i) academic planning — framing the curriculum within the prescribed syllabus, preparing the calendar of activities and the time-table; (ii) supervision and guidance of teaching staff through inspection of classes, scrutiny of question papers and staff meetings; (iii) admission, classification, promotion and transfer of students; (iv) maintenance of discipline and the moral tone of the institution; (v) financial management — preparation and execution of the budget, audit of accounts and proper use of funds; (vi) maintenance of records, stock-registers, attendance registers and progress reports; (vii) organisation of co-curricular activities, examinations and result publication; (viii) building healthy relations with parents, the managing committee and the community; and (ix) acting as the official link between the school and educational authorities.
15. What are the qualities of a good head teacher?
Answer: A good head teacher should possess the following qualities: (i) sound general education and a good professional degree (B.Ed./M.Ed.) with adequate teaching experience; (ii) leadership and organising ability; (iii) wide vision and clear educational philosophy; (iv) impartiality and fairness in dealing with staff and students; (v) integrity and moral uprightness; (vi) sympathy, patience and an understanding of child psychology; (vii) resourcefulness and initiative in solving problems; (viii) good health, an attractive personality and a clear voice; (ix) sound knowledge of accounts, office procedure and educational law; (x) cooperative attitude and capacity to work as part of a team; and (xi) commitment to the welfare of pupils, staff and the community.
16. What is a school time-table? Why is it called the “second timepiece” of the school?
Answer: A school time-table is a written schedule that allots specific time, on specific days, to specific subjects, teachers, classrooms and activities, so that the entire work of the school proceeds in an orderly and efficient manner. It shows what is to be done, by whom, when and where. The time-table is called the “second timepiece” of the school because, like the wall-clock, it regulates every minute of school life — from the morning assembly to the closing prayer. While the clock measures absolute time, the time-table measures educational time and ensures that no period, no subject and no teacher is wasted or overburdened.
17. State the principles of constructing a good time-table.
Answer: The principles of a good time-table are: (i) length of school day — total working hours should be neither too short nor too long, generally five to six hours of teaching for secondary classes; (ii) length of period — usually 35 to 45 minutes; (iii) variety — easy and difficult, theoretical and practical periods should be alternated to prevent fatigue; (iv) incidence of fatigue — heavy subjects (mathematics, science) should be placed in the morning when pupils are fresh, and lighter subjects (drawing, music) in the afternoon; (v) free periods for teachers and pupils for preparation and rest; (vi) play and recreation — short interval and long recess; (vii) justice to all subjects — every subject should get its due weightage; (viii) rotation of difficult subjects across days; (ix) special arrangement for practical work, library and games; and (x) flexibility — the time-table should permit minor adjustments without disturbing the whole schedule.
18. What are co-curricular activities? Why are they important?
Answer: Co-curricular activities are educationally valuable activities organised by the school alongside the regular curriculum — games and sports, debate, declamation, essay writing, music, drama, dance, drawing, painting, scouting, NSS, NCC, exhibitions, school magazines, picnics and educational tours. They are called “co-curricular” (and not “extra-curricular”) because they walk together with the curriculum and complete the educational process. Their importance lies in: (i) all-round development of body, mind, emotion and character; (ii) development of latent talents and self-confidence; (iii) training in leadership, cooperation, discipline and democratic values; (iv) wholesome use of leisure; (v) removal of monotony of classroom work; (vi) social mixing and team spirit; and (vii) preparation for adult life by providing real experiences of organising, planning and decision-making.
19. Mention the different types of co-curricular activities.
Answer: Co-curricular activities can be classified into the following groups: (i) Physical activities — athletics, indoor and outdoor games, drill, mass-PT, yoga, swimming; (ii) Academic/literary activities — debate, declamation, essay competition, quiz, story-telling, magazine, library club; (iii) Social and civic activities — NCC, NSS, scout-guide, Red Cross, social service camps, cleanliness drives, blood-donation; (iv) Cultural and aesthetic activities — music, dance, drama, drawing, painting, photography, exhibitions; (v) Excursion-based activities — picnics, educational tours, study trips to factories, museums and historical sites; (vi) Craft and hobby clubs — gardening, tailoring, woodwork, electronics; and (vii) Religious and festival activities — observance of national days, Saraswati Puja, Independence Day, Republic Day and Teachers’ Day.
20. What is school discipline? How can it be maintained?
Answer: School discipline is the orderly conduct of school life through self-control, willing obedience to reasonable rules and respect for authority — not through fear, force or harsh punishment. Modern educators speak of “discipline through freedom” and “discipline by consent” in place of the older idea of discipline by repression. It can be maintained through: (i) inspiring and well-prepared teaching that holds the pupils’ interest; (ii) attractive and clean surroundings; (iii) fair, clear and few rules — known to all and applied equally; (iv) the personal example of teachers and the head; (v) a rich programme of co-curricular activities that channels the energy of pupils; (vi) student self-government through the student council, monitors and house system; (vii) close cooperation between home and school; and (viii) prompt, just and constructive correction of misbehaviour, avoiding corporal punishment.
21. Explain the importance of the parent-teacher relationship.
Answer: The parent-teacher relationship is vital because the home and the school are the two principal agencies in the child’s life, and they must work hand in hand. Healthy contact between parents and teachers helps in the following ways: (i) the teacher learns about the home background, family difficulties and individual needs of each child; (ii) the parent learns about the child’s progress, abilities and weaknesses in the school; (iii) common standards of conduct, study habit, language and values can be set up at home and at school; (iv) parents extend support to school programmes, donations and improvement schemes; (v) misunderstandings between home and school are removed before they grow; and (vi) the child himself feels secure and motivated when he sees parents and teachers cooperating. Parent-Teacher Associations (PTAs), open days, home visits, written progress reports and annual functions are the usual means of building this relationship.
22. Differentiate between formal and non-formal education.
Answer: Formal education is given through regular schools, colleges and universities, with a fixed curriculum, time-table, teachers, examinations and certificates; it is age-bound, time-bound and class-bound. Non-formal education is given outside the framework of the regular school — through open schools, adult education centres, distance education, correspondence courses, community classes and educational broadcasts. It is flexible in age, place, time and method, and is meant especially for those who could not attend regular school or who wish to continue learning while working. Both are organised and purposeful, but non-formal education emphasises learner choice and convenience, whereas formal education emphasises uniformity and certification.
23. Differentiate between traditional and progressive schools.
Answer: The traditional school is teacher-centred, subject-centred and book-centred; the curriculum is fixed and uniform; the method is mainly lecture and memorisation; discipline is enforced from outside; and the aim is mastery of subject matter and success in examinations. The progressive school, in contrast, is child-centred and activity-centred; the curriculum is flexible and related to the child’s experience and the needs of the community; the methods are project, problem-solving, discussion and play-way; discipline is built up from within through self-government; and the aim is the all-round development of the personality. Mahatma Gandhi’s Basic Education and the schools founded by Tagore at Santiniketan are well-known examples of the progressive type in India.
Additional Short Questions and Answers
1. From which Greek word has the term “school” been derived?
Answer: From the Greek word “Skhole,” meaning leisure or spare time used for learning and discussion.
2. Who said, “the school is a special environment where a certain quality of life and certain types of activities and occupations are provided…”?
Answer: John Dewey.
3. Who said “school is a community in miniature”?
Answer: T. P. Nunn.
4. Name the three principal components of school organisation.
Answer: Physical resources, human resources, and curriculum and co-curricular activities.
5. What is the most ideal architectural pattern of a school building?
Answer: The “E-pattern” (open quadrangle), as it allows every room to receive light and air.
6. Approximately how many students should be accommodated in one classroom?
Answer: About forty to fifty students.
7. Which shape of classroom is recommended for best visibility and audibility?
Answer: Square or rectangular shape.
8. Who is in charge of the school library?
Answer: A qualified and trained librarian.
9. Why should the science laboratory be located away from the regular classrooms?
Answer: So that the noise, fumes and chemical smells of experiments do not disturb other classes.
10. Name three subjects usually placed in the morning hours of the time-table.
Answer: Mathematics, science and language — because pupils are mentally fresh in the morning.
11. Why is the time-table called the “second timepiece” of the school?
Answer: Because, like the clock, it regulates every minute of school life and tells everyone what is to be done at any given moment.
12. Give two examples of physical co-curricular activities.
Answer: Athletics and indoor/outdoor games (such as football, kabaddi, badminton).
13. Give two examples of literary co-curricular activities.
Answer: Debate and essay-writing competitions.
14. Give two examples of social-service co-curricular activities.
Answer: NCC and NSS (National Service Scheme).
15. Mention any two means of building the parent-teacher relationship.
Answer: Parent-Teacher Associations (PTA) and open days/progress-report meetings.
16. Mention any two qualities of a good head teacher.
Answer: Leadership ability and impartiality (fairness in dealing with staff and pupils).
17. What is the modern view of school discipline?
Answer: Discipline through self-control, willing obedience and freedom — not through fear or corporal punishment.
18. Name two well-known progressive schools in India.
Answer: Rabindranath Tagore’s Santiniketan and Mahatma Gandhi’s Basic Education schools (Wardha scheme).
19. What is meant by “informal education”?
Answer: Education that is acquired unconsciously and unsystematically through everyday life — at home, in society, through the media — without a fixed teacher, syllabus or examination.
20. State two important uses of the school playground.
Answer: Physical health and team-spirit/leadership training.
Long Answer Questions
1. Discuss the meaning of school and its main functions in modern society.
Answer: The word “school” comes from the Greek “Skhole,” which originally meant leisure devoted to discussion and learning. In ancient Greece, free citizens used their leisure to gather under porches and groves and discuss philosophy, mathematics, ethics and politics; gradually those leisure-gatherings became formal places of teaching, and from them developed the modern school. Today the school is defined as a specially designed social institution established by society for the systematic, planned and continuous education of its young members. According to John Dewey, “the school is a special environment where a certain quality of life and certain types of activities and occupations are provided with the object of securing the child’s development on desirable lines.”
The main functions of the school in modern society are: (i) Intellectual function — the school provides the child with the knowledge, skills and habits of thinking necessary for life. Languages, mathematics, science, social studies and the arts are taught in a graded sequence. (ii) Physical function — through games, sports, physical education, yoga and health instruction the school keeps the child physically fit. (iii) Moral and character function — through value education, morning assembly, the example of teachers and the discipline of the institution, the school cultivates honesty, truthfulness, sympathy and self-control. (iv) Cultural function — the school preserves and transmits the cultural heritage of the nation through literature, music, drama, festivals and history. (v) Vocational function — through work experience, craft and pre-vocational courses, the school prepares the child for productive work. (vi) Civic and democratic function — through the student council, debates, NSS and observance of national days, the school trains the child for democratic citizenship. (vii) Socialisation function — by mixing children of different families, religions and economic levels, the school teaches cooperative living. (viii) Individualising function — the school recognises individual differences and provides scope for the special talents of each child. (ix) Bridge between home and society — the school links the narrow world of the family with the larger world of community and nation. In short, the modern school is a complete agency for the harmonious physical, mental, moral, social, vocational and aesthetic development of the child.
2. Why is the school called a “miniature society”? Explain.
Answer: The school is described as a “miniature society” because it reproduces, in a small, controlled and graded form, the relationships, values, rules and activities that the child will meet in the wider society of adult life. The argument has several strands. First, social composition. A school brings together pupils from different families, religions, languages, economic backgrounds and abilities, just as the larger society does; the child learns to live with persons unlike himself. Secondly, social roles. In school the child plays many roles — pupil, friend, monitor, captain, member of a club, prefect — and so practises the kind of role-shifting that adult social life demands. Thirdly, rules and authority. The school has rules of attendance, dress, conduct and examination, and authorities (head, teachers, prefects) who administer them; this is a model of the legal and administrative structure of the state. Fourthly, division of labour and cooperation. Teaching, library, laboratory, sports, office, cleaning and gardening are all done by different persons; the school could not run without their cooperation, exactly as society could not run without the cooperation of its many occupations. Fifthly, democratic life. Through the student council, house system, debates and elections, the school provides early experience of voting, leadership, opposition and majority rule. Sixthly, festivals and cultural life. Independence Day, Republic Day, Teachers’ Day, Saraswati Puja and annual functions reproduce the cultural calendar of the larger society. T. P. Nunn rightly observed, “the school is a community in miniature.” By living and learning in this miniature community, the child is prepared, as if by rehearsal, for the full performance of adult social life.
3. Discuss the different aspects of school organisation.
Answer: School organisation is the systematic arrangement of all the resources of the school — physical, human and curricular — for the efficient achievement of educational aims. It has six main aspects.
(i) Physical aspect — this covers the school plant: site, building, classrooms, library, laboratory, playground, garden, hostel, furniture and equipment. The site should be rectangular, slightly elevated, near residential areas and away from markets and bus stands; the building should be of E-pattern with proper ventilation; classrooms should be square, well-lit and able to seat about fifty pupils.
(ii) Intellectual aspect — this covers the curriculum, time-table, library, laboratory, teaching aids, examinations and methods of teaching. The curriculum should be balanced, child-centred, related to life and flexible enough to admit local needs.
(iii) Social aspect — this includes the morning assembly, the house system, the student council, prefects, monitors, NCC, NSS, scout-guide, social-service camps and inter-school visits. Through these the school becomes a real community in miniature.
(iv) Ethical/moral aspect — this covers value education, moral instruction, religious tolerance, discipline, the example of teachers and the moral tone of the institution. Modern thought favours discipline by self-control rather than by fear.
(v) Vocational aspect — this includes work experience, craft, pre-vocational training, career guidance and placement service. The school should orient the pupil towards the world of work even before he leaves it.
(vi) Cultural and aesthetic aspect — this covers literary clubs, debates, music, drama, dance, drawing, painting, photography, hobby clubs, school magazine and the celebration of festivals. These cultivate beauty, refinement and creativity in the pupil.
A school which neglects any one of these six aspects produces a one-sided personality. A truly well-organised school takes care of the physical, intellectual, social, ethical, vocational and cultural growth of the child in a balanced way.
4. Describe the school plant and its components.
Answer: The school plant is the entire set of physical facilities — together with the human resources that work within them — that constitute the learning environment of the school. It includes the school site, the building, classrooms, library, laboratories, playground, garden, hostel, furniture, equipment, sanitation, water and electricity, and the teachers, students and staff who animate them. (i) Site: rectangular, elevated, near residential areas, free from noise, with room for expansion. (ii) Building: E-pattern preferred, well-ventilated, well-lit, earthquake- and fire-safe, with separate rooms for the head, staff, office, library, laboratory and store. (iii) Classrooms: square or rectangular, accommodating about fifty pupils, with adjustable desks, opposite-wall windows and blackboard at eye-level. (iv) Library: a separate hall with subject-wise open shelves, a quiet reading room, a qualified librarian and good newspapers and journals. (v) Laboratory: located away from classrooms, with safe storage for chemicals, individual working benches, gas-water-electric supply and instructional aids. (vi) Playground: level, well-drained, large enough for major games, marked for tracks and courts. (vii) Garden: for biology lessons, beauty and environmental education. (viii) Sanitation and water: separate toilets for boys, girls and staff, with running water. A well-planned school plant inspires both teachers and pupils, while a poor one frustrates the best of curricula.
5. Discuss the duties and qualities of a head teacher.
Answer: The head teacher is the captain, planner, leader and public face of the school; the success of the institution depends largely on his ability and personality. His duties cover the whole life of the school. (i) Academic duties — framing the curriculum within the prescribed syllabus, preparing the school calendar, the time-table and the examination programme; supervision of teaching through inspection of classes, scrutiny of question papers and staff meetings; organisation of educational tours and project work. (ii) Administrative duties — admission, classification, promotion and transfer of students; appointment, posting, leave and increment of staff; maintenance of attendance, stock and service registers; correspondence with educational authorities. (iii) Financial duties — preparation of the budget; control of receipts and expenditure; audit of accounts; supervision of fee collection and scholarships. (iv) Disciplinary duties — maintenance of the moral tone of the school; constructive correction of misbehaviour; supervision of the student council and prefects. (v) Co-curricular duties — organisation of games, debates, music, drama, NSS, NCC, exhibitions and excursions. (vi) Public-relations duties — building cordial relations with parents, the managing committee, alumni and the community; representing the school before the press and educational authorities.
To discharge these duties effectively, a head teacher must possess (a) sound general and professional education; (b) leadership and organising ability; (c) wide vision and clear educational philosophy; (d) impartiality and integrity; (e) sympathy and understanding of child psychology; (f) resourcefulness and initiative; (g) good health, an attractive personality and a clear voice; (h) sound knowledge of accounts, office procedure and educational law; (i) cooperative attitude; and (j) a deep commitment to the welfare of pupils, staff and the community. A head teacher with these duties well-performed and these qualities well-developed turns an ordinary school into an outstanding one.
6. Explain the principles of constructing a good time-table.
Answer: A school time-table is a written schedule that allots specific times, days, teachers and classrooms to specific subjects and activities, so that the entire work of the school proceeds in an orderly and economical way. Because the time-table touches every period of every day, its construction is governed by definite principles.
(i) Length of the school day — the working day should be neither too short to allow adequate teaching nor too long to fatigue the pupils; for secondary classes about five to six hours of teaching, plus assembly and recess, is suitable.
(ii) Length of the period — periods should be 35 to 45 minutes for theory and 60 to 80 minutes for practical work, so that the teacher can both introduce and round off the lesson.
(iii) Variety — easy and difficult, theoretical and practical, sitting and standing periods should be alternated to prevent fatigue and maintain interest.
(iv) Incidence of fatigue — heavy subjects (mathematics, science, language) should be placed in the morning, and lighter ones (drawing, music, games) in the afternoon, when the pupil’s energy is lower.
(v) Free periods — every teacher must have at least one free period in the day for preparation, correction and rest; pupils too need a free period for library or counselling.
(vi) Play and recreation — a short interval after every two periods and a longer recess for tiffin and games are essential for refreshing the mind.
(vii) Justice to all subjects — every subject should receive its due weightage in terms of number and quality of periods; no subject should be relegated to the last period of every day.
(viii) Rotation of difficult subjects — mathematics or science should not always fall on the same hour of every day; rotation balances the load.
(ix) Special arrangement — practicals, library, games and music need longer or specially placed periods, and the time-table must accommodate them.
(x) Flexibility — the time-table must permit minor adjustments (a teacher’s leave, a special programme) without being thrown into confusion.
A time-table built on these principles becomes an efficient instrument of teaching, an aid to discipline and a true second timepiece of the school.
7. Discuss the importance of co-curricular activities in a school.
Answer: Co-curricular activities are the educationally valuable activities organised by the school side by side with the regular curriculum — games, sports, debates, music, drama, NCC, NSS, scout-guide, hobby clubs, exhibitions and educational tours. They are no longer regarded as “extra” but as “co” activities, walking together with the curriculum and completing the educational process.
Their importance is many-sided. (i) All-round development — they develop the body through games, the mind through debates and quizzes, the emotions through music and drama, and the moral nature through NSS and social service. (ii) Discovery of latent talents — many talents (oratory, leadership, music, painting) cannot be revealed in the classroom; the platform, the field and the stage of co-curricular activities reveal them. (iii) Building of self-confidence — to perform on a stage or lead a team gives the pupil a confidence that no textbook can give. (iv) Training in leadership and cooperation — captains of houses, secretaries of clubs and team-leaders learn to plan, organise, persuade and adjust. (v) Wholesome use of leisure — instead of wasting free time, pupils are drawn into healthy hobbies and activities. (vi) Removal of monotony — they break the dullness of pure book-learning and refresh the pupil for further study. (vii) Social mixing and team spirit — pupils of different classes and houses meet and cooperate, and a strong school spirit is built. (viii) Civic and democratic training — through student councils, elections, debates and observance of national days, the pupil rehearses the duties of a citizen. (ix) Aesthetic development — music, drawing, drama and dance cultivate the love of beauty. (x) Vocational orientation — hobby clubs, photography and craft activities sometimes point the way to a future career. The Mudaliar Commission (1952-53), the Kothari Commission (1964-66) and the National Education Policy have all stressed that co-curricular activities are not a luxury but a necessity for healthy education.
8. Discuss school discipline and the methods of maintaining it.
Answer: School discipline is the orderly conduct of school life through self-control, willing obedience to reasonable rules and respect for legitimate authority. The older view of discipline — discipline by fear, force and corporal punishment — has been replaced in modern education by the view of discipline through freedom, self-government and inner conviction. John Dewey called it “discipline through interest in the activity itself.” A school which produces obedience by terror produces docile children but not free citizens; a school which produces obedience by reasonable conviction produces both good pupils and good citizens.
Discipline can be maintained through the following methods. (i) Inspiring teaching — when the lesson is well-prepared, lively and related to the pupil’s life, indiscipline disappears of itself; the bored child is the indisciplined child. (ii) Attractive surroundings — clean classrooms, decorated walls, well-kept gardens and a beautiful campus by themselves discourage rough behaviour. (iii) Clear, fair and few rules — rules should be few in number, clearly explained, fairly applied and equally binding on staff and students. (iv) Personal example of teachers — the personal punctuality, neatness, courtesy and integrity of the teacher are the strongest discipline-builders. (v) Co-curricular activities — a rich programme of games, music, NSS and hobby clubs absorbs the surplus energy of pupils. (vi) Student self-government — the student council, prefects, monitors and house captains give pupils a stake in the order of the school and replace external compulsion with internal responsibility. (vii) Cooperation between home and school — when parents and teachers reinforce one another, indiscipline at home is checked at school and vice versa. (viii) Constructive correction — when misbehaviour does occur, it should be met with calm, just and constructive correction (counselling, additional duty, social-service work) rather than with corporal punishment, which is now legally prohibited. School discipline so achieved is not a chain on the pupil but a wing on which his personality flies.
Functions of the School
| Function | Description |
|---|---|
| Intellectual | Develops thinking, knowledge and reasoning through systematic teaching of languages, science and humanities. |
| Physical | Promotes health, fitness and motor skills through games, drill, sports and physical education. |
| Moral / Character | Cultivates honesty, truth, sympathy and self-control through value education and the example of teachers. |
| Cultural | Preserves and transmits language, literature, music, festivals and traditions of the nation. |
| Vocational | Prepares the pupil for productive work through craft, work-experience and pre-vocational training. |
| Civic / Democratic | Trains for citizenship through student council, debates, NSS and observance of national days. |
| Socialisation | Develops cooperative living by mixing pupils of different families, religions and economic levels. |
| Individualising | Recognises individual differences and provides scope for the special talents of each child. |
| Aesthetic | Cultivates the sense of beauty through music, drawing, drama and literature. |
| Bridge function | Links the home with the wider community and acts as the gateway to adult life. |
Types of Schools
| Basis | Type | Main Features |
|---|---|---|
| Method / Philosophy | Traditional | Teacher-centred, subject-centred, lecture method, external discipline. |
| Method / Philosophy | Progressive | Child-centred, activity-based, project method, self-discipline; e.g., Santiniketan, Basic Schools. |
| Manner of organisation | Formal | Regular school with fixed curriculum, teachers, examinations and certificates. |
| Manner of organisation | Non-formal | Open schools, distance and adult education — flexible in age, time and place. |
| Manner of organisation | Informal | Unsystematic learning from home, peer group, media and society. |
| Management | Public / Government | Run and funded by central or state government; uniform fee structure. |
| Management | Private (unaided) | Run by individuals/societies, financed by fees and donations. |
| Management | Aided | Privately managed but receiving grant-in-aid from the government. |
| Level | Pre-primary | Nursery, kindergarten — ages 3-6. |
| Level | Primary | Classes I-V — basic literacy, numeracy and general awareness. |
| Level | Upper primary / Secondary | Classes VI-X — broad general education leading to ASSEB HSLC. |
| Level | Higher Secondary | Classes XI-XII — specialised streams (Arts, Science, Commerce) under ASSEB. |
Multiple Choice Questions (MCQs)
1. The word “school” is derived from which Greek word?
(a) Sophos (b) Skhole (c) Polis (d) Logos
Answer: (b) Skhole.
2. “Skhole” originally meant —
(a) Hard work (b) Punishment (c) Leisure (d) Examination
Answer: (c) Leisure.
3. Who said, “school is a community in miniature”?
(a) John Dewey (b) T. P. Nunn (c) Ross (d) Plato
Answer: (b) T. P. Nunn.
4. Who said the school is “a special environment where a certain quality of life… is provided”?
(a) John Dewey (b) Aristotle (c) Tagore (d) Gandhi
Answer: (a) John Dewey.
5. The school plant includes —
(a) Building only (b) Teachers only (c) Building, equipment and human resources (d) Curriculum only
Answer: (c) Building, equipment and human resources.
6. Which architectural pattern is most ideal for a school building?
(a) L-pattern (b) E-pattern (c) Square (d) Circular
Answer: (b) E-pattern.
7. The most suitable shape of a classroom is —
(a) Triangular (b) Circular (c) Square or rectangular (d) Hexagonal
Answer: (c) Square or rectangular.
8. A classroom should accommodate approximately how many students?
(a) 20 (b) 30 (c) 40-50 (d) 100
Answer: (c) 40-50.
9. The school library should be in charge of —
(a) Any teacher (b) The head teacher (c) A qualified librarian (d) A clerk
Answer: (c) A qualified librarian.
10. Heavy subjects like mathematics should be placed in the time-table —
(a) Just before lunch (b) After lunch (c) In the morning (d) At the end of the day
Answer: (c) In the morning.
11. The time-table is called the —
(a) First timepiece (b) Second timepiece (c) Calendar (d) Diary
Answer: (b) Second timepiece.
12. The duration of a normal class period is usually —
(a) 10-15 minutes (b) 35-45 minutes (c) 60-90 minutes (d) 2 hours
Answer: (b) 35-45 minutes.
13. Which of the following is a physical co-curricular activity?
(a) Debate (b) Athletics (c) Drama (d) Essay writing
Answer: (b) Athletics.
14. NCC and NSS are examples of —
(a) Physical activities (b) Social-service activities (c) Cultural activities (d) Academic activities
Answer: (b) Social-service activities.
15. Modern school discipline is based on —
(a) Fear (b) Corporal punishment (c) Self-control and freedom (d) Repression
Answer: (c) Self-control and freedom.
16. Santiniketan was founded by —
(a) M. K. Gandhi (b) Rabindranath Tagore (c) Vivekananda (d) Aurobindo
Answer: (b) Rabindranath Tagore.
17. Basic Education (Wardha scheme) was proposed by —
(a) Tagore (b) Mahatma Gandhi (c) Aurobindo (d) Nehru
Answer: (b) Mahatma Gandhi.
18. Which is NOT a component of school organisation?
(a) Physical resources (b) Human resources (c) Curriculum and co-curricular activities (d) Stock market
Answer: (d) Stock market.
19. The PTA stands for —
(a) Public Teachers Association (b) Parent-Teacher Association (c) Primary Teachers Authority (d) Public Tax Authority
Answer: (b) Parent-Teacher Association.
20. Which of the following is an aspect of school organisation?
(a) Physical (b) Intellectual (c) Vocational (d) All of these
Answer: (d) All of these.
21. Open schools and adult education centres are examples of —
(a) Formal education (b) Non-formal education (c) Informal education (d) Commercial education
Answer: (b) Non-formal education.
22. A good school site should be —
(a) In the heart of a market (b) Near a cinema hall (c) Slightly elevated, quiet, near residential areas (d) Beside a railway station
Answer: (c) Slightly elevated, quiet, near residential areas.
23. Which is the captain or leader of the school?
(a) Senior teacher (b) Head teacher (c) Librarian (d) PTA secretary
Answer: (b) Head teacher.
24. Co-curricular activities are also called —
(a) Extra-curricular (b) Anti-curricular (c) Para-curricular (d) Allied/co-curricular
Answer: (d) Allied/co-curricular.
25. The aim of school discipline in a modern democratic school is —
(a) Blind obedience (b) Self-control and good citizenship (c) Maintaining silence only (d) Fear of punishment
Answer: (b) Self-control and good citizenship.
This complete question-answer set on Class 11 Education Chapter 3 — School and Its Organisation — has been compiled in line with the latest ASSEB syllabus for HS First Year. Practising these textbook questions, additional short and long answers and MCQs will help students secure full marks in their AHSEC examinations on this chapter. For more chapter-wise solutions, visit HSLC Guru.