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\ big, , infants on U : s : ,, weweion of mose tS being at and praining of Senses : Giju Ahy Cir, nses by play-way methog, , sical Developme ; ., wy development = cage ota to play and run freely in hit, , on physical shou physical development. Let them q, hes t, OW ty, , AN, , to him, the childre bring up their, environment, it would ing mouth, wearing clothes, shining shoves, servi a, m clean the school and furniture ing fing, , sit Wong, , washing, themselves ( Rennie: ete.) and let the asined, and cleansing of action. He has also emphasized on the use of “, organs of as for the training of senses. And where such Sti, » SF, , strengthen tessori, veloped by Mon emphasized on giving them free opportunitig, ~, Or yy, ”, , a , activities in the environment, smell non-harms lo, observation ot and touch non-harmful objects. In his View then, taste non-harmh' 0” A., best method of training the senseS- :, , Teaching of Mother Tongue : Montessori wanted to teach Titing bef, , xo. On the other hand, Froebel wanted to teach reading before y Titing oo, ee i that no binding should be imposed upon the children, let them ken, ‘what they can. Let them listen stories at first and then give them ‘, ities for dialogue, and let them see plays and then let them play themsely, and thus teach them oral language. After that teach them letters of alphabet an, ing and writing should go on together. Admire the children if they write 200d, give opportunities for their creativity to develop., , Teaching of Mathematics : He made the apparatus on the basis oy, Montessori method for teaching mathematics, and provided opportunities to the, children for addition and subtraction, etc. The children learn at play by their ug, , Teaching of Music : Giju Bhai emphasized that nothing should be impos, , the children forcibly; they should be given the opportunities to sing and dance, upon g 2, let them sing infant rhymes of their choice, let them dance dandia and encoun:, them by admiring them, make them practise rhythm and steps., , Teaching of History and Geography : Incidents of history should ®, clarified by stories and geographical facts by nature observation and by the wee!, , globes and maps., , Training in Drawing : Along side the training of organs of action aud 8, organs allow the children the opportunities to draw the objects in their environ, that can be easily drawn. They should know of and choose the colours thems, admire those who do it correctly; encourage and guide the children who hav’ es, otherwise; and thus, develop their creative faculties. He considered drawits alte, Suitable means for the development of children’s creative faculty., , vor in We, h Religious and Moral Education : There should be held prays al, school, inspiring events from the life of religious leaders should be a!, , , , , al

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Educational Thinker Giju Bhai, 26\, , uct, , nselves acc ig ious id moral norms, , Ww i jorms. |, the t, , ld cond! ., morality in the children naturally,, , sho’ :, er slop religion and, oe, , e, Bai Bhai Was staunchly opposed to repressionistic discipli, Eo ; as discipline hinders natural ae He said that, Fr cop Of discipline |S temporary. Therefore, training of ra Moreover,, with the development of self-discipline. He a should, a yse harsh words or thrash them; rather give them the Sanh ere nee, work. They will take pare of one another’s well-being in an ee, ffection and will not involve themselves in otherwise spe ie sh, , it wou, , celf-discipline in them., , , , , , , , , , , , , , , , , , , \, ‘| peacher, In the viewpoint of Giju Bhai, the profession of teaching is the nobl, . i 1 ; :, fessions in the world. He clarified that while all other professions = ee, lated to the past, present and future, all the three of, , al Hor, inthe presents teaching is Te, d much from infant teachers. Infancy is the period piliying, , ‘em. He expecte, , joundation for life. If the foundation is strong, the building will be strong; and this, , ‘york can be performed by the teachers only when they know of the nature of infants, fant teaching methods,, , ad have infinite love for the infants; when they know of in, ndthey are full to the brim with the feelings of love, affection, renunciation, others’, , vyell-being and dutifulness., , t, Giju Bhai loved, , , , a, , , children the most. He emphasized on making education, on the interests, aptitudes and, , ild-centred and basing the whdole infant education, has emphasized on this fact that the children have their, orse made of @ stick;, , needs of the infants. He, , own world, they want to live free, play and jump, ride the h, , ‘| they want to dance and take interest in listening and telling stories; therefore they, tivities. He instructed the teachers to, , | should be given opportunities for all these ac’, respect the personality of the children, love them, consider them divine being, serve, ool smiling and return from there, , them and treat them so lovely that they go to S°, , laughing., School, , homes where, , schools as infant, schools with, , Montessori emphasized, bel compared the, evelopment of children, Je of children, , teachers give the children mothe, he where the teachers like & c, plants, As opposed to the two, Giju Bhat has named them as temp, Where the teachers should serve the stude e their God. He used, oo the schools like temples, make them Ove Es a, i i i ove them,, seat om Ee . + scold them; make the school, , free opportunities for their development:, , g infant, , on makin:, Froe, , ree HELEN

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Educational Thinker Giju Bhai 263, i of, , rites ean Sy iF Giju Bhai has not discussed vocational aim of, ; nas a sae ~~ the creation of specialists. But this criticism, ot el, = Xe discussed only aims of infant education, <M" _ducation is started at the sec E, 5 inal &4 5 secondary level, and the ti i, galt done at the higher education level : iA SDE, , waists 1S, # culum of Education, Giju Bhai had opposed the textbook-centred and examination-centred, , asic glum ane bie ee, had emphasized on the construction of, i gies” a iculum. He made the whole environment of the children a, o of the curricu um and helped them to learn what was available in their, javiromen, Today, almost all educationists are in agreement with Giju Bhai Some, , ycationists oppose any type of curriculum at this level. They say that whatever, ipo children can learn in their environment should form a part of their curriculum., ffices if they learn to exchange their views by the medium of language at play,, methods of social behaviour and observe the nature. From this view Giju, be called a foreseer. é =, , the ©, , and, on ane, alle, , jtsu, jean the, Bhai can, methods of Teaching, , Giju Bhai has used the teaching methods of Montessori and kindergarten, ystems at the infant level with some changes according to the Indian environment., He had succeeded in it fully. He laid much emphasis on this fact that whatever is, io be taught to the children, should be taught by play-way method in natural way,, through stories and play, through the use of their organs of action and sense organs, by self-experience and by self-activity. He also developed methods of teachinglearning on the basis of these principles and maxims and had used them too., , It is clear that Giju Bhai has supported the Montessori and kindergarten, systems, but has not blindly followed them, he has used them in his own way in, Indian context. Modern educationists should draw lesson from him., , Discipline, nvironment in the schools of his time. In, , Giju Bhai had seen the fearful ¢, Jete freedom to the children and said, , its opposition, he raised the slogan of comp, that the children should not be scolded under any circumstances, leave alone, in self-discipline., , thrashing them; train them, taking the children pure at birth and giving them freedom of, , In our view, \ em, , behaviour is as defective as taking them as animals at birth and bringing them to, , the right conduct by thras i “- man, he is neither pure like gods from birth,, , nor dull like animals. In our view, it is very essential to behave affectionately with, , the children, but control is also necessary if needed. But they should be punished, : on and that too with love, and not with anger., , after due considerati