TASHI NAMGYAL ACADEMY - I Sikkim’s First ‘Public School’: Birth Of An Idea

SIKKIM OBSERVER Jan 8, 2011

Former Principal of Tashi Namgyal Academy (TNA), the Late V N Langer, wrote the following article in the school’s first annual magazine (1969-70). The article seeks to highlight why and how TNA came into being in the 1960s.

April 1956 – October 1965

Ten years seems a long period to wait for the realization of an idea—but when we look back, after its achievement, many years after the gap seems much shorter. The decision to start a public school in Sikkim or, an institution more or less on the same lines, was taken by the durbar in 1956. The idea, however, could take concrete shape only in the year 1966.

In between so much work was to be done. Not only we needed more buildings, more equipment and new play grounds to accommodate those students who could not be fitted into the public school, we needed a new well-equipped and well-staffed Higher Secondary School as well.

Plans were drawn first of additional buildings for the public school and work was started on some of these in 1957. A new annexe to the old school buildings was declared open on April 14, 1959 and by October 1961 we had a big auditorium as well. Plans were now made to build a new hostel but there was a slight set-back during the period of anxiety following the 1962 Chinese aggression in India. When the situation eased a little building work was pushed on again with vigour.

Our new hostel was ready for occupation by May 1964 and soon after work was started in the development area on buildings for the new Higher Secondary School. After the main School building, the hostel and some staff quarters were ready in October 1965, we were asked to go ahead with the idea of reorganizing Tashi Namgyal Academy on public school lines. It was decided also that the new public school should, at the beginning, have seven classes only, starting from K.G. and going up to VI as the highest class every year till we came to class XI which should mark the final School Certificate stage.

This policy, it was hoped, would enable us to build up an institution in which even though the medium of instruction and the first language would be English, it would still remain Sikkimese in its tradition and culture.

October 1965—December 1969

There was an interval of two and half months only between the close of the last session of Tashi Namgyal Academy as a Higher Secondary School and start of the first session of the new Public School which, in any case, would have been the two busiest sessions of the institutions even if there had been no change. The prospectus, however, had already been prepared in anticipation, but we had still to get teachers to replace those who were going to be transferred to the New Higher Secondary School—and it was not possible to know how many, till we knew the number of students we were going to have in the first year.

For our syllabuses for various classes we had decided to follow the outline approved for Anglo-Indian Schools but we had to select and order our books. A school uniform had also to be designed and approved and official drapers were to be appointed. New tasks and new problems kept on cropping up as we grappled with the old.

The prospectus was published in November 1965 and admissions to the various classes of the public school were declared open simultaneously. Posts of teachers were advertised in “Papers” and tenders for uniforms were invited from local dealers. Only one tender was received and so prices of various items of uniforms were fixed through negotiations. The dealer was asked also to send samples of ties, socks and stockings to the Principal while he was out on tour during January interviewing suitable candidates for teachers’ posts at the two to three selected places in India.

On return, in February, the Principal found only forty students had applied for admission. A more anxious situation developed when, just before the start of the new session, out of the four new members of the staff who had been appointed two backed out. One of those was the Matron.

The older Staff of the Higher Secondary days, who had been retained, now gallantly rose to meet the situation. Hurriedly a new teaching routine was drawn out and responsibilities were redistributed among them. The Principal’s wife took over the responsibility of organizing the hostel and its routine so that it might be ready to receive the boarders when they came a day before the start of the session.

Suddenly there was a rush of applications for admission. In spite of many rejections of over-age students, one section of our K.G. class was soon full and we had to start one more to accommodate others. Admissions to Classes I, II and III also were reasonable but rather disappointing in IV, V & VI. Few of those students who had come from Hindi and Nepali medium schools could qualify for admission to these classes and those parents, whose sons and daughters were already studying in the so called ‘English’  schools, naturally preferred to wait till they could get an idea of the standard of the Institution. In-

spite of this we had one hundred and thirty students on roll—more than we had expected in the first year— and more than could be managed by the available staff.

As the days passed the staffing problem, though not quiet solved became less acute. A new Matron took over charge of the hostel leaving Mrs. Langer free to devote herself to teaching work. Two more teachers were appointed, one for the additional section of K.G. class and the other to teach English to senior Classes. A programme of weekly and terminal tests was drawn out and monthly and terminal reports also made their appearance.

To avoid corporal punishment except for very serious offences, a system of yellow and red report cards was introduced so that when verbal warnings proved ineffective the parents’ cooperation could be sought to put the students back on the right track. At the same time, as incentives to better effort, white and gold merit cards were awarded to students with general proficiency all round. Slowly the confidence of the public grew and on our Annual Day even many of those who had been very critical at first came spontaneously forward to congratulate us on the performance of our students. The Public School had come to stay. ( to be concluded)