GENERAL GROWTH

THE EARLY HISTORY OF EDUCATION IN BOMBAY is a record of Christian missionary work. As early as the end of the 16th century the Christian missionaries established three parochial schools attached to the various churches. The British East India Company obtained a major foot-hold in the State when it received on lease the island of Bombay from King Charles II. It was essentially a commercial concern and therefore it did not undertake any educational activity whatsoever for more than a century of its existence. In pursuance of the Charter Act of 1698 it sanctioned some financial assistance to the charity school established by Rev. Richard Cobbe in Bombay city m 1718 for the education of Anglo-Indian and Christian children. The institution was mostly supported by donations, contributions and financial grants and was the only educational activity of the Company till 1815. In that year the European residents in city founded the Bombay Education Society with the object of furthering educational interest of the European and Anglo-Indians. This society took over the charity school opened by Rev. Cobbe and established other schools in Bombay. Many Hindu, Parsee and Muslim pupils started attending schools run by the society, and by 1820 there were as many as 250 pupils on roll. In 1823 the society restricted its activities to education of Europeans and Anglo-Indians as a separate society for spread of education among Indians was formed in that year.

The honour of having made the first attempt to educate the Indian people on modern lines goes to Mountstuart Elphinstone, Governor of Bombay. He encouraged the Bombay Education Society to extend its work, but as soon as he realised that there were very large limitations on what, Bombay Education Society could do for Indians, he helped to found an independent association under «the name of Bombay Native School and School Book Society (briefly known as the Bombay Native Education Society since 1827) for the express purpose of spreading modern education among Indian people.

The earliest missionary workers in the field of education were members of the American Marathi Mission who in 1815 opened a Hindu Boys' school and by 1831 maintained eight boys' schools and nine girls' schools. Afterwards many attempts were made by the missionaries to establish native schools.

Meanwhile the Bombay Native Education Society maintained a steady progress. It started in 1824 a central school which later on developed into Elphinstone High School, and then the Elphinstone College, two of the oldest educational institutions in the State. It also started special training class for primary teachers besides general English and primary schools in Bombay and elsewhere in order to meet the demand of people for a new type of education that was then being introduced.

In short, the society may be said to have taken the first bold and decisive step for the education of Indians on modern lines. The success of the society was due to the support and guidance of Mr. Elphinstone.The actual educational achievements of Mr. Elphinstone were so significant that he has been aptly described as the ' father of the State education enterprise ' in Bombay. By 1840 the society conducted three English schools and 115 primary schools in the city and the province.

In 1840 the Government created a new body called the Board of Education consisting of 7 members, of whom three were nominated by the society, and transferred to it all educational institutions in the Province. Thus a single agency to manage all official educational institutions in the Bombay Province was created for the first time. It was controlling all the schools in Bombay island, which comprised in 1840 the Elphinstone Native Education Institution and 7 vernacular schools. During 1854-55 the Board conducted 194 vernacular schools including 6 situated in Bombay. The Board further elaborated the policy of Bombay Native Education Society and made a distinct contribution of its own. Firstly, the Board organised professional and vocational education. The Grant Medical College, established in 1845, was put under the control of the Board. Secondly, it laid a special emphasis on the establishment of schools for teaching of English. Thirdly, the Board tried to Indianise the teaching and supervising personnel.

Besides these English and vernacular schools, there were also indigenous schools maintained in Bombay. Between 1820 and 1830 there was a fairly wide spread network of indigenous schools in all the parts of the then Bombay Province. These schools were of two types, schools of learning which imparted the ancient traditional sacred knowledge, and the elementary schools which restricted themselves to the teaching of the three R's. These schools were mostly private ventures started by teachers in response to a local demand and were maintained with the fees and presents given by pupils. These indigenous schools had no building of their own and were held in private premises of rich patrons or in the dwelling of a teacher. They were open to all who could pay for their schooling but the strong popular prejudice against the education of women restricted their attendance to boys  only.   The course  of study was very simple and included reading, writing, simple arithmetic, elementary knowledge of accounts and letter writing, etc.

In respect of educational reforms, the Government decided to under­take an extensive programme, after taking into consideration the limita­tions of the Board of Education, of educational expansion for the country as a whole. Accordingly it was decided that all such Boards or Councils of Education should be done away with and replaced by the regular department of education managed by competent officers. In pursuance of this policy the Director of Public Instruction was appointed in 1855 for the Province of Bombay. Since 1951 he is known as the Director of Education, Education Department.

Under the system of administration introduced in 1833 all financial control was centralised in the Government of India. The provincial Government could not incur any expenditure without the approval of the Government of India. It was under this inconvenient system that the department of education had to start its work of educational expansion in 1855. This system of centralisation was in force from 1855 to 1870. During this period a diverse expansion of education led to the separation of collegiate education from secondary education and to carry out thorough reforms of existing colleges.

In 1870 the system of centralisation was brought to an end and the State Government was made fully responsible for certain departments including education with the help of grants from the Government of India for educational development. There was no compulsion on municipalities to contribute towards the expenditure incurred on maintenanoe of primary schools in their area. Upto 1884-85 the Bombay Municipality had very little to do with the administration of primary education within its juris­diction. In 1888 a joint school committee consisting of representatives of the municipality and the Government was appointed to administer primary education in Bombay city and it was directed that 50 per cent of the expenditure incurred for the purpose should be met by the Bombay Municipality. Thus in 1890 all primary schools were handed over by the Government to the municipality.(For detailed history of education at all levels, see Gazetteer of Bombay City Chapter 2. and Island, Vol. Ill, 1910 and History—Modern Period in Greater Bombay Gazetteer, Vol. I,)

Since then there is a remarkable increase in the number of educational institutions of all types. This was mainly due to private initiative taken in starting secondary and higher educational institutions by prominent social workers and philanthropists. The rapid spread of primary educa­tion was due to increased receipts from school fees as a result of increase in enrolment and further expansion of private enterprise.

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LITERACY

According to the census definition of literacy any person who has ability to read and write a simple letter in the language he understands is literate. This is a more stringent definition of literacy than that adopted by many countries which merely requires that a person be able to read and write. During 1881 a three-fold division into literates, learning and illiterates caused some confusion as the learning category could include both literates and illiterates. The learning category was however dropped in 1901. In 1911 a standard of proficiency for literates was laid down. This definition of literacy remained unchanged since 1911.

As per the Census of 1872 out of a total population of 644,405 in the town and island of Bombay, 105,086 souls were able to read and write or were under instructions including 14,517 females. The percentage of those able to read and write or under instructions, was as follows :—

	Males	Females
Not exceeding 12 years	19.08	6.97
Exceeding 12 but not exceeding  20 years.	28.53	7.94
Exceeding 20 years	22.28	4.95

There was a considerable progress in the field of education since the 1872 Census. Out of a total population of 821,764 in 1881, 26,740 persons were learning while 168,396 were literates. The literates per 1,000 in Bombay island and town as per the Census of 1881, 1891 and 1901 were as follows :—

	1881	1891	1901
No. of literates in 1,000 males	249	278	249
No. of literates in 1,000 females	63	87	95

The Census of 1921 still showed an increase in literacy rates as com­pared to 1901 figures. The following statement shows the number of literates per mille since 1901 :—

1. Age 10 and over

	Males				Females
	1931	1921	1911	1901	1931	1921	1911	1901
Bombay City	329	319	305	275	181	163	140	110
Bombay Suburban	331	260	..	..	149	22	..	..

2.   Age 15 and 20

	Males				Females
	1931	1921	1911	1901	1931	1921	1911	1901
Bombay City	325	338	314	297	192	202	162	138
Bombay Suburban	365	311	..	..	202	192	..	..

3.   Age 20 and over

	Males				Females
	1931	1921	1911	1901	1931	1921	1911	1901
Bombay City	339	320	305	275	180	154	130	100
Bombay Suburban	342	255	..	..	135	101	..	..

As per the 1931 Census the number of literates according   to age groups was as follows:—

	Bombay City		Bombay Suburban
	Males	Females	Males	Females
Aged 0-15	19,191	10,682	3,485	2,103
Aged 15-20	22,050	9,087	3,590	1,716
Aged 20 and above	1,76,529	43,384	21,661	5,439

The percentage of total population returned as literate in Greater Bombay in 1951 was 49.33 as against 38.93 in 1941. The percentages for males and females were 55.93 and 38.25, respectively. The gap between male and female literacy in 1951 was striking so far as Bombay State was concerned wherein one male out of three and one female out of eight were returned as able to read and write. The most interesting feature of these figures was the very high percentage of female literacy in Greater Bombay area. The progress of literacy from 1941 is shown below:—

No. of literate males per 1000 males and females	1st March 1941		1st March 1951
	Males	Females	Males	Females
Aged 5-9	405	326	406	352
Aged 5-14	509	411	55	479
Aged 5 and upwards	479	329	593	431
Aged 15 and upwards	N.A	N.A	601	415

The Census of 1961 showed a considerable increase in literacy as out of a total population of 41,52,056, as many as 24,33,204 persons were returned as literates. Thus as compared to 38-25 per cent literates in 1951 it increased to 65.89 in 1961. The rate of literacy for the State of Maha­rashtra during 1961 was 35.08. During 1971, out of the total population of 59,70,575 in Bombay as many as 38,11,380 were literates and educated including 13,88,594 females. The percentage of literacy in 1971 was put at 63-84. The percentage of literate and educated persons to total population for males was 69.65 as against 55.72 for females. As per the Census of 1981, the population of Greater Bombay was 82,43,405, of which 56,20,316 persons were literates. The percentage of literacy to total population was 68.18. The percentages of literacy among males and females were 73.91 and 60.75, respectively.

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PRE-PRIMARY EDUCATION

Pre-primary education has been left mainly to private institutions and enterprise assisted by the Government by the way of grant-in-aid. The stay of Montessori, an educationalist, in India during the war period gave an impetus to the early childhood education movement. Some of the teachers took advantage of training course organised by her and opened small classes on their own in various localities in big cities including Bombay. Montessori classes, known after the founder of the movement, or nursery classes managed by various societies are doing good work in the field of pre-primary education. These classes pay special attention to ward's health aspect and provide well planned mid-day refreshments and rest to the kids.

Pre-primary schools are recognised by the Education department of the State Government, but recognition is not compulsory and hence there are a number of pre-primary schools which are run without the permission of the department.

There were during 1971-72, 112 schools which enrolled 11,742 children including 5,367 girls. There were five training colleges for pre-primary teachers, of which three had Gujarati as a medium of instruction and one each with Marathi and Urdu as medium of instruction.

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PRIMARY EDUCATION

Although the island of Bombay came under rule of the East India Company as early as in 1668, its needs in primary education were exclusively provided by indigenous schools till 1824.( A Review of Education in Bombay State, 1855-1955, p. 96.) At that time the Bombay Native Education Society opened two primary schools on modern lines, one for Marathi and the other for Gujarati pupils. This society, and later on the Board of Education, continued to provide primary education for the city till 1855 when the number of schools was 6 with a total enrolment of 560. These schools were taken over by the Department which remained in exclusive control of primary education in the city upto the period 1886-87 when the strength of schools was put at 142 with 14,493 students.

Even though the beginning of municipal administration in the city of Bombay is very old and dates back to the year 1792, the municipal autho­rities in the city had nothing to do with the provision of primary educa­tion until 1872, when it was authorised to contribute to the expenditure on primary schools maintained within its jurisdiction by the department. Between 1872 and 1887 the municipal authorities had no control over the administration of primary education in the city and its sole duty in this respect was restricted to the sanctioning of small amount of grants.

The Municipal Act of 1888 made a revolutionary change in this posi­tion. It laid down the general principle that primary education in the city was a joint responsibility of the Government and the municipality, and created a joint school committee, consisting of 8 members of whom 4 were nominated by the municipality.

The supervision and control of the primary schools was vested in it and the funds required for educational activities were jointly provided. This joint management continued until 1907 when the Police Charges Act was passed (See Chapter 2— History— Modern Period in Vol. I of Greater Bombay Gazetteer.). Under its provisions the municipality was exempted from the payment of contribution towards the maintenance of Police in the city and in return was made to accept the entire responsibility for financing primary education. Accordingly the Government grants for primary education in the city areas were discontinued in 1907-08.(A Review of Education in Bombay State, 1855-1955, p. 97.)

This major financial change also necessitated change in the admini­stration of primary education in city. The Government ceased to appoint any member to the school committee, and the municipality appointed its own inspecting staff. The entire control over the aided schools was transferred to the municipality. Thus the municipality assumed full control over primary education. The system thus created in 1907 conti­nues fundamentally unaltered to this date although Government grants for primary education have since been increased. The following statement shows the growth of primary education during the period 1887-88 to 1921-22 :—

Year	Schools	Students	Expenditure
			Rs.
1887-88	136	14,354	1,42,047
1891-92	146	14,779	1,68,052
1901-02	194	18,980	2,68,166
1911-12	279	32,405	5,76,088
1921-22	402	49,596	21,85,580

The scheme of compulsory primary education was put forward as early as in 1906. Although this attempt did not succeed, efforts in that direc­tion continued to be made by public leaders in the city. The scheme of expansion of primary education was introduced in 1918-19. In 1920 the City of Bombay Primary Education Act was passed and the Corporation was authorised to introduce free and compulsory primary education in its area subject to certain conditions. Accordingly compul­sory education was introduced in F and G wards in 1925 and was extended to the entire city area in 1939-40. But as no effective measures were taken to enforce compulsory attendance the scheme remained more or less on paper. Owing to the increase of population and public awakening however the enrolment in primary schools increased consi­derably between 1924-25 and 1946-47. With the rise in cost of living the contribution of the Corporation also went up proportionately. This is borne out by the following statistics:—

Year	Schools	Students	Expenditure
			Rs.
1924-25	437	52,599	27,94,690
1931-32	464	76,951	35,30,898
1941-42	613	1,13,098	49,68,464
1946-47	640	1,51,063	91,00,984

In 1948 the Corporation appointed a committee to examine the problems of administration of primary education in the city and to make recommendations calculated to increase the efficiency of the existing system. The recommendations of the committee were accepted by the Government and Corporation and accordingly primary education was placed under the control of the Municipal Commissioner assisted by the Education Officer who was put in direct control and management of all the activities of primary education, municipal and aided. This effect was given under the Bombay Municipal Corporation (Amendment) Act of 1950. Under this Act, the Government assumed large powers to give directions to the Corporation regarding subjects, text books, etc. This major administrative change was accompanied by another equally far reaching reform, viz., the merger of some suburban area with the city in order to form Greater Bombay. This led to a great increase in the scope of primary education and the number of schools and students showed a sudden rise as evident from the following statement:—

Year	Schools	Students	Expenditure
			Rs.
1946-47	640	1,51,063	91,00,984
1951-52	772	2,40,488	1,68,07,462
1954-55	840	2,72,001	1,69,84,825

Thus it will be seen that primary education made a tremendous progress during the period 1854-55 to 1954-55. In 1854-55 there were only 6 primary schools with total enrolment of 360 which were conducted at a cost of Rs. 3,912. In 1954-55 this number increased to 840 with 2,72,001 students and a total expenditure of Rs. 1,69,84,825.

Primary education recorded great strides since 1956-57 when the jurisdiction of Greater Bombay was extended to its present limits to include the extended suburbs. The following statement shows the progress of primary education since 1956-57 for a few years :—

Year	Municipal Schools	Private Schools	Total schools	Students
1956-57	605	391	996	3,37,727
1959-60	679	412	1,091	4,28,780
1962-63	819	484	1,303	5,17,081
1965-66	946	548	1,494	6,03,815
1968-69	1,019	558	1,577	6,64,706
1971-72	1,061	609	1,670	7,75,277
1973-74	1,091	622	1,713	7,31,004
1976-77	1,149	668	1,817	N.A.
1980-81	1,250	741	1,991	9,44,020

Municipal Schools : The Bombay Municipal Corporation has the largest net-work of primary schools in India. The Education Department of the Corporation at present conducts schools in Marathi, Gujarati, Urdu, Hindi, Kannada, Tamil, Telugu, Malayalam, Sindhi and English languages.

As regards the growth of municipal primary schools the number has shown a rising trend. In 1921-22 there were 298 schools imparting educa­tion to 35,062 students which increased to 319 schools and 61,196 students during 1931-32. During 1940-41 there were 380 schools with total enrolment of 1,13,820 pupils. The area-wise distribution of schools during 1951-52, 1961-62 and 1971-72 is shown below:—

Area	1951-52		1961-62		1971-72
	Schools	Pupils	Schools	Pupils	Schools	Pupils
City	380	1,44,680	447	2,38,866	540	2,65,429
Suburbs	103	25,409	212	84,904	368	1,87,282
Extended Suburbs	..	..	82	25,684	153	76,091
Total	483	1,70,089	741	3,49,454	1,061	5,28,802

The Municipal Corporation employs a big teaching staff to man their primary schools spread over the city and suburbs. Out of a total of 400 teachers during 1951-52 there were 183 special teachers. This number increased to 9,127 including 324 special teachers during 1961-62 and 14,989 including 723 special teachers in 1971-72. The details of trained and untrained teachers are given below :—

 

 

	1951-52		1961-62		1971-72		1980-81
	Schools	Pupils	Schools	Pupils	Schools	Pupils	Schools	Pupils
Total Schools	483	1,70,089	741	4,39,454	1,061	5,28,802	1,250	6,64,900
Marathi Schools
City	156	87,838	177	1,53,241	231	1,68,791	264	1,50,615
Suburbs	53	15,094	71	48,694	130	1,08,287	191	1,50,644
Extended Suburbs	..	..	38	13,359	58	40,878	166	82,383
Total	209	1,02,932	286	2,15,294	419	3,17,956	621	3,83,642

The number of primary schools  and classes  however  showed an increase in 1980-81 as there were 1,250 full-fledged schools and 68 classes imparting education to 6,64,900 students. The medium-wise number of schools is shown in the following statement :—

Language	City			Suburbs			Extended Suburbs
	Schools	Classes	Pupils	Schools	Classes	Pupils	Schools	Classes	Pupils
Marathi	264	2	1,50,615	191	1	1,50,644	166	2	82,383
Gujarati	77	5	15,882	53	2	18,967	46	3	21,761
Urdu	104	5	39,234	76	4	45,445	22	1	10,100
Hindi	54	2	22,509	69	2	34,909	37	2	22.654
Tamil	11	3	4,686	13	2	3,870	12	2	3,234
Telugu	18	1	7,264	9	5	2,164	6	6	1.871
Kannada	14	6	3,462	20	3	5,908	8	3	3,707
English	19	1	6,760	12	..	4,147	3	..	1,956
Sindhi	..	1	56	2	..	398	1	2	203
Malayalam	..	..	..	..	3	75	..	1	26
Total	551	26	2,50,468	445	22	2,66,537	254	20	1,47,895

The Municipal Corporation employs a big teaching staff to man their primary schools spread over the city and suburbs. Out of a total of 400 teachers during 1951-52 there were 183 special teachers. This number increased to 9,127 including 324 special teachers during 1961-62 and 14,989 including 723 special teachers in 1971-72. The details of trained and untrained teachers are given below :—

Area	1951-52			1961-62			1971-72
	Trained	Un-trained	Total	Trained	Un-trained	Total	Trained	Un-trained	Total
City	3,236	566	3,802	5,709	410	6,119	7,673	100	7,773
Suburbs	539	176	715	1,884	156	2,040	5,012	53	5,065
Extended Suburbs	..	..	..	609	35	644	2,132	19	2,151
Total	3,775	742	4,517	8,202	601	8,803	14,817	172	14,989

During 1980-81, the number of teachers rose to 18,424. The medium-wise information of these teachers is shown in the following statement:—

Language	City		Suburbs		Extended Suburbs
	Trained teachers	Untrained teachers	Trained teachers	Untrained teachers	Trained teachers	Untrained teachers
Marathi	4,453	9	3,854	6	2,224	8
Gujarati	22	2	602	13	682	3
Urdu	1,091	4	1,139	15	281	4
Hindi	629		912	5	518	3
Tamil	120	1	94	4	84	2
Telugu	184	19	59	1	57	4
Kannada	106	2	179	13	119	3
English	171		106	7	47	7
Sindhi	5		24	4	13	2
Malayalam			6		2
Total	7,281	37	6,975	68	4,027	36

In order to keep the teachers abreast of new trends in education an in-service training department has been set up since 1961. Its special feature is the training aid centre where teachers are trained to prepare teaching aids necessary for instructional programme. During 1975-76 there were three such centres for the municipal teachers.

The Corporation conducts two training institutes for training of untrained teachers. These institutes are the Rahimtulla Currimbhoy Municipal Urdu Teachers Junior College of Education, Imamwada and the Municipal Urdu Teachers Junior College of Education located at Mahim. The total strength of trainees of the former during 1975-76 was 156 and that of the latter 78. These institutes prepare the students for the D.Ed, examination.

The corporation also provided library facilities to teachers. These libraries are situated at SantaCruz, Ghatkopar and Gilder Tank.

Research Unit: The Municipal Corporation was the first statutory body in India to set-up a research unit. The unit established in 1955 carried out surveys regarding premature dropping out of children and the incidence of stagnation. It studied ways and means for improving the quality and effectiveness of instructions in subjects and published materials for guidance of children. An educational guidance centre attached to this unit aims at making the pupils guidance-minded and to create an awareness among the people regarding the importance of careful selection of careers.

Scouts/Guides Activities : The municipal scouts/guides division is one of the largest single scouts/guides unit in Maharashtra State. During 1980-81, there were 2,974 cubs, 2,935 scouts, 2,096 bulbuls, 1,971 guides and 120 flock.

Vocational Schools: The Corporation provides vocational training through vocational schools in various crafts such as carpentry, tailoring, clock-repairing, signboard painting, book-binding and printing. Articles prepared by students are sold at an exhibition. During 1971-72 there were 22 vocational schools with 33 vocational classes. This number increased to 27 in 1975-76. Out of 41 vocational classes in these 27 schools, 18 were of carpentry, 19 tailoring, 7 book binding, 7 clock repairing and one each for painting and signboard painting.

Schools for Handicapped : A very important step in the field of primary education is the opening of special schools for the physically handicapped and mentally deficient or retarded children.Two schools for deaf and dumb children at the Nair and the Lokmanya Tilak hospitals are run by the Corporation.

Welfare Activities : Children in the municipal schools are examined medically and deficiencies, if any, are intimated to the parents. Parents are also interviewed, and necessity of clinical treatment to their wards is explained. Children requiring further treatment are referred to different school clinics conducted by municipal general hospitals. A separate medical inspection staff works under the Executive Health Officer of the Municipal Corporation for the medical check-up of school children. During 1980-81, 1,76,768 pupils from 1,175 primary schools were exa­mined, of which 1,49,115 pupils were found deficient. Children from municipal primary and secondary schools are treated in municipal dis­pensaries and at school clinics at K.E.M. Hospital, L.T.M.G. Hospital, Nair Hospital and Borivli Hospital.

The Municipal Corporation tries to take care of children attending municipal schools. Besides medical facilities, children studying in I to IV standards are covered under the school feeding programme with buns, peanuts and biscuits.

In order to raise the quality of education the Corporation has launched an ambitious programme. It has made arrangements for providing facilities for the all-round development of children. In addition to the provision of playground, after school play centres-cum-bal bhavans have been started in various parts of the city to enable children to enjoy sports and recreational activities. During 1980-81 the number of bal bhavan centres was 47. Children's magazines in Marathi, Gujarati, Hindi and Urdu are published since 1965 with a view to promoting literary and artistic activities among children. An audio visual section has been started to supplement the teaching programme. This section arranges film shows in municipal schools. The children are also given traffic control training. Facilities are provided for the children to learn music free of charge in music centres with the help of music teachers. The Corporation has also established art centres to develop talents in arts.

School Buildings : Owing to the shortage of owned school buildings the municipal schools are accommodated in rented premises. However, lack of spacious well lighted class rooms in sufficient numbers in the rented premises constitutes a major handicap in qualitative and quanti­tative improvement of education. The number of municipal owned premises rose from 100 in 1956-57 to 211 in 1969-70. During 1980-81, besides 297 municipal owned buildings, municipal schools were housed in 372 rented and 22 rent free buildings. In spite of constructing ten to twelve school buildings every year the accommodation provided by the Corporation proved to be comparatively insufficient. This has resulted in introducing shorter sessions system.

Private Schools : Besides the municipal schools, the educational needs of children in Greater Bombay are met by a number of private primary schools. Some of these schools are recognised for the purpose of grants by the Municipal Corporation. With the expansion of primary education these private schools are keeping pace with the municipal schools. The area-wise number of such aided and unaided schools is shown below:—

	1951-52		1961-62		1971-72
	Schools	Pupils	Schools	Pupils	Schools	Pupils
Aided Schools----
City	226	54,367	227	63,104	119	27,980
Suburbs	59	14,733	77	28,066	60	22,344
Extended Suburbs.			44	13,425	39	17,569
Total	285	69,100	348	1,04,595	218	67,893
Unaided Schools——-
City	15	NA	80	NA	203	NA
Suburbs	8	NA	22	NA	131	NA
Extended Suburbs	.	NA	20	NA	27	NA
Total	23	3,179	122	23,908	391	1,27,337

During 1980-81 there were as many as 436 recognised schools and 305 aided schools imparting education to 1,60,903 and 1,18,217 students, respectively. The medium-wise number of such schools is shown in Table No. 1 at the end of the Chapter.

The total number of teachers in aided and unaided,schools during 1951-52, 1961-62 and 1971-72 is shown below:—

Year	Teachers in
	Aided schools	Unaided schools
1951-52	2,712	157
1961-62	3,482	942
1971-72	1,880	3,979

In 1980-81, there were 3,242 teachers in aided schools and 4,846 teachers in unaided schools.

Expenditure: The details of  income   and expenditure in the years 1970-71 and 1980-81 are given below:—

	Income					Expenditure
Year	Municipal contribution	Government grants	Education cess	Other receipts	Total
1970 - 71 1980 - 81	.   6,44,94,910 .   18,74,09,400	71,95,460 3,19,07,450	1,43,06,168 5,88,70,591	8,76,254 1,59,32,541	8,68,72,792 29,41,19,982	8,81,94,656 26,59,49,298

The average expenditure per pupil during 1970-71 was Rs. 175.32, which increased to Rs. 399.98 in 1980-81.

Administration : With a view to assuring uniform pattern and achieve­ment of quality in education, the Municipal Corporation maintains its own inspectorate for inspection of all schools both municipal and private. From the elected body of the corporators, the school committee has been formed. The Education Officer works out the plan of the Education Department in consultation with this committee. For admini­strative and executive purposes the Education Officer has as many superintendents as depending upon the number of schools of that parti­cular medium. These superintendents in turn are assisted by Inspectors and supervisors.

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SECONDARY EDUCATION

The role that the Government has to play in respect of secondary education has been entirely different as compared to that of primary education. Government always held the view that primary education was more important than secondary and that it had a prior claim upon the State funds allotted to education. Consequently, primary schools had been established under direct control of the Education Department or local bodies. Secondiary schools were thus left over to private enterprise.

Upto 1875-76 secondary schools were not in existence. The schools of this period were known as English schools on account of the fact that the study of English language was an important subject of their curriculum. After 1881-82 these English schools began to be known as secondary schools, though in fact instruction through English was being gradually abandoned since the 3rd decade of the 19th century. In this period the old connection between secondary education and teaching of English was done away with. Secondary education was then regarded as adolescent education. The secondary schools were then no longer bound by the narrow aim of teaching English. On the other hand, they were trying to provide diversified courses suited to the capacities and aptitude of adolescent boys and girls.

During 1815 the European inhabitants of Bombay city established the Bombay Education Society with the primary object of educating European and Anglo-Indian children. But from the very beginning the society admitted Indian children to its schools without making religious education compulsory. In 1818 the society started English schools in Bombay city. In 1820 it established a separate committee to look after the education of Indian children and the same committee came to be known as the Bombay Native Education Society from 1827. It was the principal agency responsible for the spread of education between 1820 and 1840.

With the creation of Education Department in 1855 the English schools began to be organised on sounder lines and increased in number. Between 1855 and 1871 several reforms were introduced which brought about marked qualitative and quantitative changes in the organisation of English schools. The Matriculation examination began to serve as (1) a leaving examination for English school, (2) as an entrance examination to the university, and (3) a dividing line between secondary and collegiate education.

The Indian Education Commission replaced the old terms of English education and English schools by the terms of secondary education and secondary schools. During 1909 the numbers of high schools and middle schools in Bombay were put at 39 with 12,762 students and 50 with 3,772 students, respectively. During the period 1921-47 the growth of secondary education was very rapid due to great awakening that had taken place among the people and to development of Indian private enterprise. In 1945-46 there were as many as 207 secondary institutions of which 153 were secondary schools, 49 middle schools and 5 Anglo-Indian and European schools with a total enrolment of 74,184. Besides, English classes attached to the primary schools numbered 6 with 952 students. Of 207 institutions, 176 were in the city and 31 in the suburbs. The institutions for boys numbered 148 while the rest were for girls.

The use of English medium was completely abandoned by 1946-47 except in Anglo-Indian schools. The congress Ministry which assumed office in 1937 introduced many changes in all fields including education. It started diversified courses and accordingly special courses in technical, commercial and agricultural education were organised in government high schools and assistance was extended to private agencies which came forward to conduct them.

After the attainment of independence, reconstruction of the educational system was undertaken. A radical change in secondary education was introduced which formed the weakest link in the general system of educa­tion under the British rule. It was decided to reduce the domination of English language from which secondary schools suffered so much in the past. English classes attached to primary schools were closed down. The Matriculation examination was conducted by the University of Bombay from 1859 to 1948. A separate board known as the Secondary School Certificate Examination Board was constituted and a new S. S. C. Examination was instituted at the end of secondary education course in lieu of both Matriculation and S. L. C Exams, in 1949, The secondary schools provided for such a large variety of courses that it reduced the domination of university courses very considerably and became a more powerful weapon for diverting the students into various walks of life.

As a result of the introduction of compulsory primary education, more and more pupils sought admissions to secondary schools which in turn resulted in the increase of both the institutions and enrolment. Thus from 207 secondary schools in 1945-46 the number increased to 266 with 1,06,808 students in 1950-51. The following statement shows the number of schools and students in the years 1960-61 and 1971-72:—

Year	Institutions	Students
1960-61	438	2,36,490
1971-72	637	4,59,789

Of the 438 schools in 1960-61, 79 were for girls. The number of girl students was 87,746. This number of girl students was the highest in the State, the percentage for Greater Bombay being 37. The average area served by a secondary school during the same period was 0.42 sq. mile with 9,466 average estimated population served by a secondary school. The average number of pupils per secondary school was put at 540, which was the highest in the State. The average number of pupils per teacher was the highest for Greater Bombay which was put at 26-1. The strength of institutions and students showed a considerable increase during the next 10 years, as in 1971-72 the total number of schools rose to 637. The schools with Marathi medium numbered 235 with 1,49,272 students, whereas English medium schools numbered 228 with 1,63,443 pupils. The total number of students included 1,93,853 girl students with as many as 7,234 studying in English schools. However the number of schools for girls was only 109 out of a total of 726. The management-wise classification of schools was—Central Government, 2 schools; State Government, 2; Municipal Corporation, 28; aided, 591; and unaided, 103. The number of multi-purpose schools was 51 including 6 for girls and the rest were ordinary secondary schools and 19 pre-secondary schools.

The following statement shows enrolment in secondary institutions during a few years from 1960-61 to 1974-75, and percentage rise over 1960-61:-

	Enrolment (in lakhs)
Year	Greater Bombay	Western Maharashtra excluding Greater Bombay	Maharashtra State
1960 -61	2.36	3.22	8.58
1965 - 66	3.36 (45.9)	5.73 (78.3)	15.00 (74.9)
1970 - 71	4.35 (83.9)	7.71 (139.9)	19.36 (125.7)
1972 - 73	5.16 (118.6)	8.87 (175.5)	21.97 (156.1)
1973 - 74	5.75 (143.6)	9.93 (208.4)	24.32 (183.4)
1974 - 75	5.84 (147.5)	10.81 (235.7)	25.21 (193.8)

(The figures in brackets indicate percentage increase over the position in 1960-61.)

Enrolment per 1,000 population in secondary institutions since 1960-61 in the City, Western Maharashtra and the State is shown in the following statement:—

	Greater Bombay		Western Maharashtra excluding Bombay		Maharashtra State
Year	Estimated Population (in '000)	Enrolment (per '000 population)	Estimated Population (in '000)	Enrolment (per '000 population)	Estimated Population (in '000)	Enrolment (per '000 population)
1960-61	4,152	57	19,871	16	39,554	22
1965-66	4,718	71	22,573	25	44,931	33
1970-71	5,971	73	24,705	31	50,412	38
1972-73	6,301	82	26,084	34	53,222	41
1973-74	6,475	89	26,801	37	54,686	44
1974-75	6,653	88	27,539	39	56,190	45

During 1976-77, the strength of secondary schools showed a further rise, as the total number of these schools was put at 699 including 9 Anglo Indian schools. Of the total of 699 schools, 590 were for boys and girls, while the rest were for girls only. As regards the total number of students, it showed a tremendous rise as there were as many as 5,69,841 students studying in these secondary schools including 2,40,225 girls. The relevant figures of schools and students in the Bombay division were 1,947 and 10,88,991, respectively. During the year 1980-81, there were 602 secondary schools managed by private bodies with student enrolment of 5,96,150. The number of teachers was 15,495. The number of schools managed by the Bombay Municipal Corporation was 51. The number of students on roll and teachers was 76,102 and 2,466, respectively.

During 1960-61 there were as many as 8,090 teachers imparting education in secondary schools. The number of trained teachers was 8,018 including 3,130 female trained teachers. Thus, the percentage of trained teachers to total teachers worked out to 76.6. In the next ten year period due to the expansion of secondary education, the total number of teachers also showed an increase, as in 1970-71 the number was put at 15,966. Of this, 13,249 including 7,576 females were trained hands. The percentage of trained teachers was thus put at 83. A large number of teachers to the extent of 13,273 were employed in aided schools. During 1976-77 the number of total teachers and trained tea­chers was 20,876 and 19,089, respectively. The relevant figures for the Bombay division were 40,399 and 36,748, respectively. The percentage of trained teachers was 91.4 for Greater Bombay and 91.0 for the Bombay division.

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HIGHER SECONDARY EDUCATION

From the academic year 1972, the new pattern of education, viz., 10+2+3 was introduced in the State of Maharashtra, and the plus 2 stage of higher secondary education, designated as Junior College stage, was introduced throughout the State from the academic year 1975-76-The classes of the first and second year of Junior College (XI and XII Standards) were started in a few selected secondary schools and colleges. In the higher secondary stage of two years, it was expected that the distinct streams should be introduced, one stream preparing the students for admission to the University, i.e., for academic or professional studies and the other for different vocational courses.

Particulars	Year
	1977- 78	1980- 81
Private Colleges :
(1)  Number of Junior Colleges attached to—
Schools	105	112
Colleges	48	52
Independent	..	1
Total	153	165
(2) Intake Capacity—
Schools	19,200	31,370
Colleges	56,620	70,300
Independent	..	800
(3) Enrolment—
Arts	13,550	18,364
Science	24,070	28,778
Commerce	29,940	51,679
Total	67,560	98,821
(4) Teachers	2,326	2,961
Government Colleges:
(1) Number of Junior Colleges attached to Colleges	3	2
(2)Intake Capacity	..	1,800
(3) Enrolment -
Arts	344	588
Science	928	965
Commerce	414	270
Total	1,686	1,823
(4) Teachers	593	N.A

The State Government is required to maintain a huge staff with a view to have proper control over secondary schools, Looking to the enormous work in respect of inspection, guidance and finance, the office at Bombay has been raised to the level of Deputy Director. The Deputy Director, Bombay, is assisted in the matters of administration and supervision of secondary schools by three Educational Inspectors including one for girls' schools. These Educational Inspectors are assisted by Assistant Educational Inspectors and Deputy Educational Inspectors, etc. Besides educational control and administration, the office of the Deputy Director is required to disburse grants to schools, and to grant educational concessions, etc.

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BOMBAY UNIVERSITY

(Also see Chapter 2—History—Modern Period in Vol. I of the Greater Bombay Gazetteer.)

The Bombay University, the second oldest university in India, was the first to be established in this State. Started in 1857 it continued to be the only university in the State until 1947. It was incorporated under the Act of 1857 passed by the Imperial Legislature. It nominated the first Vice-Chancellor and fellows who together constituted the body corpo­rate of university. Before the establishment of the University of Sind in 1947 the jurisdiction of this university extended over the then entire Bombay Province. The jurisdiction became more and more circumscribed as regional universities came to be established in the then Bombay State.

The period of nearly 47 years between its establishment and its reconstitution under the Indian Universities Act, 1904, was one of slow and steady expansion. Throughout this period, the only function of the university was to hold examinations and confer degrees. The Act of 1860 empowered the university to institute any degree or diploma which it deemed fit while the Act of 1884 authorised it to confer honorary degrees. The first Matriculation examination was held in 1859. At that time the degree course was spread over three years after the matriculation examination. The number of students who appeared for the university examination was necessarily small. In 1859, 132 candidates appeared for the matriculation examination. In 1903-04 this number increased to 3,547. In 1862 only 6 candidates appeared for the first B.A. examination, but in 1903-04 the number rose to 486.

A purely affiliatory and examining body the university did not really require a large campus or extensive administrative building. The Bombay University was a little fortunate in this respect because its early needs in these matters were liberally met by private charity. The Government of Bombay assigned a site in an important area of Fort and a munificient donation by Sir Cowasjee Jehangir enabled it to construct its imposing convocation hall in 1875. In 1864 Premchand Raichand offered a gene­rous donation of Rs. 2 lakhs for the founding of a library and followed it up by another donation of an equal amount for creation of a clock tower known as the Rajabai tower.

In those days the administration of the university was a very simple affair. There was no system of university inspection or recognition of secondary schools which sent up candidates for the matriculaon examinattion and these functions were performed by the Education Department. Even in respect of colleges which were affiliated to the university, there was no system of periodical inspection. The entire business of the university was restricted to holding examinations and conferment of degrees. The senate was divided into four faculties but there was neither the academic council nor boards of studies. The entire day-to-day administration was looked after by the syndicate. The budget of the university in 1903-04 amounted to Rs. 2,42,011 only and the State did not give any grant-in-aid and the funds consisted of receipts of fees and endowments.

Since the university had no teaching functions of any type all teaching on its behalf was done by the affiliated colleges. In 1857 there were only three colleges in the Province, the Elphinstone College, the Grant Medical College both at Bombay and the Deccan College, at Pune. All these institutions were affiliated to the university in 1860. In the year 1903-04 the university had 16 affiliated colleges, eleven of general education and five of special education. These eleven colleges of arts and science included the Elphinstone, the Wilson and the St. Xavier's situated in Bombay. Out of five professional colleges, two colleges, viz., Law College and Medical College were established in Bombay. The total number of students enrolled in all the affiliated colleges in 1903-04 was 3,454, of whom only 79 were girl students.

The Indian Universities Act passed in 1904 at the instance of Lord Curzon, made a radical change in ths constitution and powers of the university. A syndicate to look after the administration of the university was constituted and the authority was given to the university to undertake teaching, to maintain educational institutions for promoting research and to exercise a greater control over the teaching in its affiliated colleges by periodical inspection. The power of granting or withdrawing recognition to colleges was now vested in the Government instead of the senate, but the Government was to take decision on the recommendations of the senate. Government also started extending recurring and non-recurring grants to the university so that it was possible for it to carry out administrative reforms which were long over-due. Thus, the entire administration of the university was revolutionised during 1904-28.

Upto 1912 a little progress was made in respect of teaching functions. A beginning was made in that direction by undertaking teaching at post­graduate level with the university arranging lectures for M.A. students. The University School of Economics and Sociology was established and it began to function from 1919. Even though teaching and research work was organised the most important activity of the university was holding examinations. The number of students appearing for university examinations increased very considerably as a result of expansion of affiliated colleges. The finance of the university showed a great improve­ment during the period 1904-28. The matriculation examination brought in some revenue because the number of students appearing for it increased considerably. The university did not however hold the matri­culation examination from 1919 to 1929.( During this period the examination was conducted by the Joint Examination Board, established in 1919. ) The grants from the Government helped the university to develop teaching and research and to increase administrative efficiency. In addition it enabled to construct the buildings for its office and for the School of Economics and Sociology.

The increase in the affiliated colleges was an important development of the period 1904-28. Of the new colleges of general education estab­lished during this period was the School of Economics and Sociology conducted by the university. The Government established the Royal Institute of Science, now known as the Institute of Science, in 1924 with the primary object of furthering original research and post-graduate teaching in science. The number of professional colleges increased to ten in 1928. This included the Sydenham College of Commerce and Economics, S. T. College and G. S. Medical College.

From 1928 to 1947 the Bombay University was the only university in the State. As other universities began to function after 1948, the jurisdic­tion of the University of Bombay was reduced accordingly. Under the Bombay University Act of 1953 the jurisdiction of the university was restricted to the areas of Greater Bombay only.

On the teaching side the university made good progress. In 1934 the Department of Chemical Technology was founded. The Department of Statistics was established in 1947 and the Department of Politics was added to the School of Economies and Sociology in 1948. The Depart­ment of Military Studies was created in 1943 but was closed in 1948. During that period a scheme of post-graduate teaching was developed further which brought about a closer co-operation between the university and its colleges in post-graduate teaching. A number of teachers from affiliated institutions and recognised post-graduate institutions were accordingly recognised for giving lectures to the post-graduate students preparing for examinations by papers and obtaining the degrees by research. By the Act of 1953 the university was reconstituted and it became a teaching and federal university. As per the Act all the affiliated colleges became constituent colleges. The number of students who appea­red for the matriculation examination held in April 1948 was 43,646. By the Act of 1953, all post-graduate instructions became a special responsibility of the university. In spite of this development of teaching activity, the work of holding examinations continued to dominate the university activities in this period also. The matriculation examination was held by university for the last time in 1948 when the S. S. C. Exa­mination Board was established. On the constitution of the Board the university was allowed to conduct the entrance examination from 1949 to 1952 only for students from Goa, and admission to university was granted to the students who had passed this examination as well as to those who had passed the S. S.C. Examination.

Until 1947 the jurisdiction of the university was very extensive and covered Bombay Presidency including Sind. Duiing 1946-47 the total number of affiliated colleges were 79 with enrolment of 41,829 students as against 29 colleges with an enrolment of 11,059 pupils in 1926-27. Of the 79 colleges in 1946-47, 55 colleges with 32,311 students were in the then Bombay State. With the sepaiation of Sind area and the establishment of other regional universities the strength of affiliated colleges was reduced. During 1954-55 there were only 34 colleges with 34,216 students in the city. Of these, 15 were arts and science colleges, including 11 new colleges opened during the period 1928-55. The remaining 19 colleges with 11,226 students were institutions of professional and special education.

During the same period 10 new such institutions were established and affiliated to the university. Thus as on 31st March 1955 the university had granted affiliation to 15 arts and science colleges, 5 medical colleges, 3 commerce colleges, 2 each of law and education and one each of architecture, engineering and veterinary. Besides, the city had four institutions of collegiate standard but not affiliated to university.

Among other events of importance which occurred during the period 1928-55, mention may be made of the great encouragement given by the university to research in social fields. In 1932 a scheme of medical exa­mination of students was introduced but due to certain factors it was discontinued in 1946. The physical training was made compulsory since 1937.

Enrolment: The spread of higher education among the people has necessitated the increase in facilities for higher education. The total number of students receiving higher education has increased considerably as can be seen from the following statement:—

UNIVERSITY STUDENTS

Years	1940- 41	1949- 50	1960- 61	1965- 66	1970- 71	1975 - 76	1980- 81
Students	25,460	29,271	50,115	63,121	93,852	1,56,190	1,34,612

The faculty-wise classification of 1,32,934 students in 1982-83 was: Arts, 30,368; Science, 21,742; Commerce, 57,178; Law, 11,787; Techno­logy, 4,004; Medicine, 5,676; Dentistry, 836; Ayurvedic Medicine, 905; and Fine Arts, 438.

Post-Graduate Teaching and Research : The Bombay University established Boards of Teaching for various faculties such as Arts and Science, Medicine, Technology, etc. The number of students registered for various post-graduate courses by papers and by research in the different faculties excluding the number of students registered in the university departments is shown below:—

Faculty	By papers			By research
	1980-81	1970-71	1960-61	1980-81	1970-71	1960-61
Arts	600	627	777	92	63	49
Science	664	321	197	368	232	166
Commerce	958	267	238	23	13	4
Law	38	38	10	1	4	..
Technology	79	86	42	4	5	4
Medicine	698	465	232	3	1	4
Dentistry	39	16	25	..	..	..
Fine Arts	3	..	..	..	..	..
Total	3,079	1,820	1,521	329	318	227

University Departments: During 1960-61, there were only seven teaching departments, viz., Economics, Chemical Technology, Statistics, Sociology, Civics and Politics, Applied Psychology and Law with a total strength of 1,447 students. During the next ten years there was a consi­derable increase in the number of departments as in 1970-71 the number of departments rose to 21 with total strength of 2,921 students. Besides, there was a centre of post-graduate studies and research functioning in Goa. In 1980-81, again an increase was seen in the number of departments which stood at 29 including one at Goa with 4,644 students including 1,456 female students.

The following statement shows the department-wise details of staff and enrolment for the year 1982-83:—

Name of Department	Year of Establishment	Teaching and Research Staff	Enrolment
1. Sociology	1919	8	183
2. Economics	1921	19	432
3. Chemical Technology	1934	56	831
4. Statistics	1948	6	114
5. Civics and Politics	1948	8	150
6. Applied Psychology	1959	6	135
7. Law	1959	2	606
8. English	1962	3	99
9. Sanskrit	1963	2	31
10. Mathematics	1963	12	227
11. J. B. Institute of Management Studies	1964	5	646
12. Library Science	1964	3	43
13. Linguistics	1964	3	20
14. Foreign Languages	1964	7	287
15. Chemistry	1966	11	133
16. History	1968	5	154
17. Marathi	1969	5	152
18. Geography	1969	8	47
19. Gujarati	1970	1	44
20. Hindi	1970	1	115
21. Physics	1971	10	169
22. Education	1974	2	64
23. Music	1978	1	28
24. Computer Science	1978	2	35
25. Kannada	1980	1	11
26. Commerce	1980	1	25
27. Life Science	1981		1
28. Sindhi	1981	1	12
29. Urdu	1982	1	12

Colleges : During the year 1940-41, there were only 48 colleges affiliated to the Bombay University. Besides this, the university used to inspect through the committee of syndicate various schools. The total number of schools on the university register during the same period was 570. These schools were spread over the five regions of Gujarat, Konkan, Sind, Deccan and Karnatak.

The number of constituent colleges began to increase slowly. During 1960-61, there were 39 constituent colleges with 48,375 students in Bombay which lose to 62 in 1970-71. The strength of students was put at 86,750. As regards teaching staff during 1960-61, there were 2,235 teachers of whom 1,306 teachers weie working in arts and science colleges. As many new colleges were opened after 1960-61, the number of teachers also rose accordingly, which was put at 4,197 in 1970-71. The number of teachers in arts and science colleges was 2,106.

During 1980-81, the total number of colleges showed a further increase. There were as many as 131 colleges with a strength of 1,22,233 students under the jurisdiction of the Bombay University including 16 colleges in Goa, and 12, 5 and 11 colleges situated in the districts of Thane, Raigad and Ratnagiri, respectively. By the Bombay University Act of 1974, the colleges in Thane, Raigad and Ratnagiri districts were accorded all the privileges under the Bombay University Act with effect from May 1974. The management-wise number of 131 colleges was as follows: Bombay University 1, State Government 17, Bombay Municipal Corporation 4, and private agencies 109. Out of these 131 colleges, 88 were situated in Bombay. The information about some colleges and institutes is given subsequently. The college-wise strength of students, teachers and courses offered is shown in Table No. 2.

As regards the number of colleges situated in Greater Bombay the following statement shows the comparative position for the period 1966-67, 1976-77 and 1982-83:—

	Strength
Types of colleges	1966 - 67	1976 - 77	1982 - 83
Arts, Science and Commerce	24	23	26
Arts and Commerce		2	4
Fine Arts		1	3
Science	1	2	2
Home Science		1	1
Social work		1	1
Commerce	8	16	18
Education	3	9	9
Physical Education		1	2
Education for Deaf..		1	1
Engineering and Textiles	2	2	2
Architecture	1	1	1
Pharmacy	....	1	2
Veterinary Science	1
Law	4	5	8
Medicine	4	4	4
Dentistry	2	2	2
Nursing	1	1	1
Ayurveda		3	3
Total	51	76	90

Hostels: The Bombay University provides hostel facilities to the students through four hostels viz, J. S. Hall at Churchgate, University Hostel at Matunga, Dr Ambedkar Hall at Vidyanagari and International Students' Hostel at Churchgate. The last one provides accommodation to 116 students.

Recognised Institutions: Apart from the colleges and the university departments, a number of institutions managed privately are recognised by the University of Bombay for post-graduate courses. The number of such institutions in 1960-61 was 14, which increased to 24 in 1970-71. This number further rose to 38 in 1975-76, including two institutions situated in Goa. Out of 59 institutions in 1982-83, there were 38 consti­tuent recognised institutions and the 15 recognised qualified institutions. A list of these institutions is given below :—

Constituent Recognised Institutions

(1) Bharatiya   Vidya Bhavan's   Mungalal   Goenka   Institute   of Postgraduate Studies and Research, Chowpatty, Bombay-400 007.
(2) Marathi  Sanshodhan  Mandal,   Mumbai  Marathi   Grantha-sangrahalaya, Naigaum Cross Road, Dadar, Bombay-400 014.
(3) Cancer Research Institute, Parel, Bombay 400 012.
(4) Haffkine Institute for Training, Research and Testing,  Parel, Bombay-400 012.
(5) Tata  Institute  of Fundamental  Research,  Colaba,  Bombay 400 005.
(6) Anjuman-i-Islam Urdu Research Institute, 92, Dr. D. N. Road, Bombay-400 001.
(7) Cotton Technological    Research    Laboratory    (I.C.A.R.), Matunga, Bombay-400 019.
(8) Bhabha Atomic Research Centre, Trombay Bombay-400 073.
(9) Maharashtra Institute of Labour Studies, D. Chamarbaug wala Road, Parel, Bombay-400 012.
(10) International Institute for Population Studies, Govandi Station Road, Deonar, Bombay-400 088.
(11) Prince of Wales Museum of Western India, Bombay-400 001.
(12) Textile Research  Institute of the Bombay Textile  Research Association, Ghatkopar, Bombay-400 077.
(13) Naval Hospital INS ASVINI, Head Quarters, Western Naval Command, Mint Road, Bombay-400 001.
(14) Institute of Naval Medicine of the INS ASVINI, Headquarters, Western Naval Command, Mint Roadj Bombay-400 001.
(15) Jaslok Hospital and Research Centre, Dr. G. Deshmukh Road, Bombay-400 026.
(16 )Asiatic Society of Bombay, Town Hall, Bombay-400 001.
(17)Pathology Department of the Bombay Hospital of the Medical Research Society, 12, Marine Lines, Bombay-400 020.
(18) Sangeetha Vidyalaya of the Sri Shanmukhananda Fine Arts and Sangeetha Sabha, Bombay-400 022.
(19)Sir Hurkisondas Nurrottumdas Hospital, Raja Rammohan Roy Road, Bombay-400 004.
(20)Regional Meteorological Centre of the Indian Meteorological Department of Government of India, Colaba, Bombay-400 005.
(21)Institute for Research in Reproduction (Indian Council of Medical Research), Jehangir Merwanji Street, Parel, Bombay-400 012.
(22)Ananthacharya Indological Research Institute, G. D. Somani Memorial School Bldg., Cuffe Parade, Bombay-400 005.
(23) All India Institute of Local Self-Government, Sthanikraj Bhavan, G. D. Barfiwala Marg, Andheri (West), Bombay-400 058."
(24)Forensic Science Laboratory, Maharashtra State, Byculla, Bombay-400 008.
(25) C. C. Shroff Research Institute, Goregaon (West), Bom­bay-400 062.
(26)Drugs Control Laboratory, Maharashtra State, Griha Nirman Bhavan, Kala Nagar, Bandra, Bombay-400 051.
(27)R and D Centre and Laboratories of Hico Products Limited, 771, Mogul Lane, Mahim, Bombay-400 016.
(28) Regional Centre of the National Institute of Oceanography, Government of India, Sea Shell, Seven Bunglows, Versova, Bom­bay-400 061.
(29)Bombay Natural History Society, Bombay-400 001.
(30)Shri Vile-Parle Kelavani Mandal's Narsee Monjee Institute of Management Studies, Juhu Development Scheme, Vile-Parle (West), Bombay-400 056.
(31)Bharatiya Vidya Bhavan's Shriyans Prasad Jain Institute of Management and Research, Munshi Nagar, Dadabhai Road, Andheri (West), Bombay 400 058.
(32)Chetana's Ramprasad Kbandelwal Institute of Management and Research, Survey No. 341, Bandra (East), Bombay-400 051.
(33)N. A. B. Louis Braille Memorial Research Centre, Cotton Depot, Cotton Green, Bombay-400 033.
(34)Mani Bhavan Gandhi Sangrahalaya, 19, Laburnum Road, Bombay-400 007.
(35)G. D. Parikh Centre for Educational Studies, ICSSR Hostel, Vidyanagari, Kalina, Bombay-400 098.
(36) Central Testing Laboratory of the Textile Committee, Govern­ment of India, Ministry of Commerce, Crystal, Annie Besant Road, Worli,Bombay-400 018.
(37)Smt. Motibai Thackersey Institute of Research in the field of Mental Retardation, Sewree Hill, Sewree Road, Bombay-400 033.
(38)Spastics Society of India's Centre for Special Education, Opp. Afghan Church, Colaba, Bombay-400 005.

Institutions recognised as Qualified Institutions

(1)Tata Memorial Hospital, Dr. Ernest Borges Marg, Parel, Bom­bay-400 012.
(2) Raptakos, Brett and Co. (P) Ltd., Dr. Annie Besant Road, Bombay-400 018.
(3) Silk and Art Silk Mills' Research Association, Sasmira, Bom­bay-400 018.
(4) Indian Institute of Geomagnetism, Bombay-400 005.
(5) Unichem Laboratories Ltd., Jogeshwari Estate, Jogeshwari (West), Bombay-400 060.
(6) Fertilizer Corporation of India Ltd., Chembur, Bombay-400 074.
(7) Central Institute of Fisheries Education, Kakori Camp, Jaiprakash Road, Versova, Bombay-400 058.
(8) MAC Laboratories, Vidyavihar, Bombay-400 086.
(9) Naval Chemical and Metallurgical Laboratory, Naval Dockyard, Bombay-400 001.
(10) Bombay Research Centre of Central Marine Fisheries Research Institute, Army and Navy Bldg., Mahatma Gandhi Road, Bombay-400023.
(11) Mahatma Gandhi Memorial Research Centre, M. G. Memorial Bldg., Netaji Subhash Road, Bombay-400 002.
(12) Development Laboratories of the Merck, Sharp and Dohme of India Ltd., Bhandup, Bombay-400 078.
(13) All India Institute of Physical Medicine and Rehabilitation, Haji Ali Park, Bombay-400 034.
(14) Wool Research Association, Sasmira, Dr. Annie Besant Road, Bombay-400 018.
(15) Foundation for Medical Research, A. R. G. Thadani Marg, Sea Face Corner, Worli, Bombay-400 018.

Elphinstone College: In the annals of education in Western India, the Elphinstone College occupies a unique position. It is the oldest institution of its kind in this part of our country. The College owes its origin in 1827 to the Bombay Native Education Society.

The year 1827 was a glorious landmark in the history of the Elphinstone College. On the 28th August of that year a meeting of the Bombay Native Education Society was convened to discuss the question of erecting a befitting memorial to the Hon. Mountstuart Elphinstone, the retiring Governor of Bombay, in recognition of his many and great services to the country. The decision was taken to collect funds, from the interest of which one or more professorships were to be created. The professorships were designated as " Elphinstone Professorships ".

The donations collected from the public amounted to Rs. 4,43,900. The young widow of Nana Phadnis gave Rs. 1,000.

In 1835, the Government gave its sanction to the Professorships. The first Professors were selected by the Honourable Mountstuart Elphinstone.

The first of April 1856, marks a turning point in the history of the College when it assumed an independent existance as Elphinstone College setting itself apart from the another institution. The college was formally affiliated to the University of Bombay in 1860. This institution was well-suited to the cosmopolitan atmosphere of Bombay City.

Up to 1889 it was the wandering College. From this situation the College came to be lodged finally in the Fort area in its present premises, in 1889. In 1855, Dadabhai Naoroji had the unique honours of being appointed the first Indian Professor of the College.

Galaxy of the Great: The Elphinstone College can claim to have sent out a large number of great men who distinguished themselves in the different spheres of life. Mention may be made of Dadabhai Naoroji, P. M. Mehta, Justice Telang, G. K. Gokhale, B. G. Tilak, M. G. Ranade and Wacha for the constructive statesmanship and guidance which they gave to the country. The Elphinstone College had the good fortune of having Lokmanya Tilak, the Father of Indian Unrest, as its student.

The Bombay Corporation was benefited by many Elphinstonians who have rendered meritorious service to it.

Endowment Scholarships and Prizes: The College gives many endow­ments and merit scholarships and prizes. The earliest scholarships and prizes are the West Scholarship, the Clare Scholarship, the Gaikwar Scholarship, the Bell Prize, the Sunderji Jivanji Prize and the Raja of Dhar Prize. To these a number of scholarships and prizes have been added from time to time. Freeships are given to poor and deserving students.

Courses: The College offers instruction in almost all the courses prescribed by the University up to M.A. and Ph.D. on the Arts side and upto B.Sc. on the Science side. The College has well equipped laboratories in Physics, Chemistry and Biology.

Teaching Staff: The total strength of the teaching staff is sixty. Most of the Principals of the College were scholars from Oxford or Cambridge formerly.

College Library: The college library, with its collection of about 65,702 books on various subjects can claim to be a real storehouse of knowledge. The library has been enriched with munificent donations by philanthrophists like Cowasji Jehangir and Mr. Banaji.

College Societies: The aim of education, giving full scope to the students for the development of their personality, has been fulfilled by the Elphinstone College through various societies, since the earliest times. In 1848, the Students' Literary and Scientific Society was started. In 1866, scenes.from Shakespeare were enacted and ' Othello ' was staged, finally leading to establishment of a Dramatic Society.

The Shakespearean Society was founded in 1902, and next year the students Debating Society came into being. The Mc-Dougall Debating Society was formed in 1906, the Philosophical Society in 1907 and the French Literary Society in the same year.

The Social Service League was founded in 1917. It had then undertaken campaigns against illiteracy and insanitary conditions in the city's slums.

Games and Sports: It is not all study and no play at the Elphinstone College. Mr. Cowasji Jehangir had given a donation for the establishment of a cricket club. Government was pleased to grant a sum of Rs. 5,000 for the development of the ground. Between 1898 and 1905, the College could boast of a cricket team which had rendered a good account of itself during the tour to the distant provinces of India and Ceylon. The College then supplied nu ny players of repute to the Presidency Cricket.

Gymkhana: A gymkhana was attached to the College as early as 1868. Upto 1871, the gymkhana activities were limited to Cricket and gymna­stics. During the last fifty years the gymkhana activities were extended to many items, viz., Badminton, Table-tennis, Hockey, Football, Hollyball and Aquatic sports.

During 1870-71 the strength of students was 133 which rose to 365 in 1908-09. In 1982-83, there were 800 students on the roll and the teaching staff numbered 98.

Wilson College: In 1832 Dr. Wilson opened in Girgaum an English school connected with Scottish mission. In 1835 the school was moved to the Fort area and its name was changed to the General Assembly's Institute. This institute had a school and higher education section which was recognised by the University as an affiliated college in 1861. By 1880 the largely increased number of students led the authorities to decide separating the school from college and housing the college in a new building. The present building of the college was opened on 14th March 1889   by Lord Reay. The old building in Khetwadi now houses the Wilson High School.

The number of students of this college rose from 18 in 1870-71 to 518 in 1908-09. In 1982-83 the strength of students was 1407. The college offers degree courses upto M.A., M.Sc. and Ph.D.

St. Xavier's College: The College owes its origin to the growth and development of St. Mary's Institute and St. Xavier's High School. It was founded in 1868 with the object of educating the Roman Catholic Youths of the Bombay Presidency. In 1869 it was affiliated to the Bombay University.

Until 1873 the college and the High School were housed in Cavel. In 1890  the existing building was completed at the cost of more than Rs.1.5 lakhs. The college hostel was opened in 1909.

The strength of students in 1870 was only 13 which subsequently rose to 181 in 1900. During 1982-83 the total strength of students stood at 1708. The college offers courses leading upto M.A., M.Sc. and Ph.D. degrees.

Sydenham College: The Government College of Commerce was started in 1913 with the help of magnificent donation from the public. For some time the classes were held in the Elphinstone College building. In 1916 the Government accepted a donation from the Lord Sydenham Memorial Committee and renamed the College as the Sydenham College of Commerce and Economics. After 1955 the College was shifted to the present building.

The College offers at present degree courses upto B.Com., M.Com. and Ph.D. During 1982-83 there were 1545 students and 47 teachers.

Government Law College: For a long time after its modest commence­ment in 1855, the Government Law College remained the only law college in the State. The beginning of this college marked the beginning of education in jurisprudence and law in the former Bombay Presidency. The college which was then known as the Government Law School owes its origin to the initiative of some of the enlightened citizens of Bombay. In 1860 it was affiliated to the Bombay University.

Prior to 1861, admissions were open to non-matriculate persons also. From 1909 two University examinations began to be held for law courses. In 1855 the strength of students was 46 which rose to 314 in 1901-02. During 1982-83 there were 1496 students on its roll, and the number of teachers was 32. The College provides facilities for post-graduate and research work in law.

Institute of Science : This Institute formerly known as the Royal Institute of Science was opened in 1924. It was in 1903 that Dr. Mackichan in his convocation address to the Bombay University stressed importance of scientific and research studies and pleaded for establishment of an institution devoted to science in Bombay. About this time the Governor of Bombay, Lord Sydenham, issued appeal for funds for the establish­ment of an institution. Accordingly, an amount of Rs. 25,00,000 was collected, of which Rs. 5,00,000 were contributed by the Government of Bombay. University affiliation was granted to the Institute in 1926. The Institute was renamed as the Institute of Science after Independence in 1947.

In 1956-57 there were 467 students on roll. During 1982-83 the strength of students was 382 and of teaching staff 55. The Institute offers courses upto M.Sc. and Ph.D. degrees. It is one of the few well-known research institutes in India.

Grant Medical College: The idea of having medical education for the benefit of Indians was first mooted by Sir Grant, the Governor of Bombay in 1835. It was accordingly resolved in a public meeting of enlightened persons of Bombay in 1838 to designate the proposed medical college as the Grant Medical College. The College was opened in 1845. The main building of the College was constructed at the cost of Rs. 89,600.

In 1860 the College was affiliated to the Bombay University. The earlier medical examinations were held by examiners appointed by the Government and students were awarded diploma (Graduate of Grant Medical College).
The total strength of students in 1982-83 was 2042, while the staff numbered 136. There are three hostels of which one is for the lady students. The Grant Medical College is attached to the J. J. Group of Hospitals which is one of the best equipped hospitals in India. It has all kinds of special facilities and sophisticated diagnostic equipment.

Victoria Jubilee Technical Institute: Founded in 1887, it is one of the oldest institutions of its kind in India. The establishment of this Institution in a large measure was due to the great foresight and endeavour of the citizens of Bombay and to the support of the Government of Bombay, the Municipal Corporation and the Bombay Millowners' Association.

The Institute started initially with two diploma courses. With the passage of time new departments were added. In 1913 the Government of Bombay recognised this Institute as the central technical institute in the Province. In 1923 it was shifted to Matunga and was affiliated to the Bombay University in 1946.

Tata Institute of Fundamental Research: This Institute was founded in 1945 by the Sir Dorabji Tata Trust and the Government of Bombay to carry out fundamental research in Physics, Mathematics and allied sciences.

It is a high level academic institution and the biggest centre for cosmic ray and nuclear research in India. The Institute has a School of Mathe­matics which is perhaps the largest and the most active in India. Since its inception the Institute has made notable contribution to the theory of elementary particles. In 1956 the Government of India recognised this Institution as the national centre for advanced studies in Nuclear Science and Mathematics. The University of Bombay accorded recogni­tion for the M.Sc. and Ph.D. degrees by research in Mathematics and Physics in this Institute.

The Government of India donated a piece of land coupled with the substantial capital grant for construction of a building at Colaba.

Tata Institute of Social Sciences: The utter lack of opportunities in India for scientific training in social work led the trustees of the Sir Dorabji Tata Trust to establish the Sir Sorabji Tata Graduate School for Social Work in 1936, which was renamed as the Tata Institute of Social Sciences in 1944.

It is a professional school for social work. It is recognised to guide students for the Ph.D. degree in Psychology and Social Studies by tbe Bombay University.

J. J. School of Art: The art education in Maharashtra during the British rule in India had its humble beginning with the munificence of a visionary like Sir Jamshetji Jeejeebhoy who in the political turmoil and instability of 1857, had constructively pursued the noble cause of establishment of Sir J. J. School of Art in Bombay. The establishment of Sir J. J. School of Art was destined to become an indivisible part of our cultural heritage and play a major role in the artistic renaissance of Independent India. This School of Art has grown and thrived to be recognised as one of the greatest art teaching centres in India.

The decision to establish such a school was taken by the British Government after careful deliberations and discussions through the committee appointed for this purpose. Finally on 18th February 1857 Sir Jamshetji was requested to furnish necessary funds for opening the school. This news was a subject of public discussions. However, a humble beginning of art education was made for the first time by conducting a class in elementary drawing and design at the Elphinstone Institute as there was no independent building for the Sir J. J. School of Art and Industry. Mr. James Payton who had the experience of work in the Gallery of Fine Art in London was put in charge of the art classes.

The growth and development of Sir J. J. School of Art can be traced as under : 1857: was the year in which Sir J. J. School of Art was founded with a munificent donation of Rs. 1,00,000 offered by Sir Jamshetji Jeejeebhoy, the first Baronet. Under the management of a committee, headed by Sir William Yardley, Chief Justice of Bombay, the first drawing class was started at the Elphinstone Institution. Mr. Payton was tempo­rarily in charge of tuition, until the Directors of East India Company engaged the services of Mr. Terry as a Drawing Master. Mr. Terry at once added classes for design and engraving. These classes were shifted to a house in Abdul Rehman Street, lent by the Donor before they were finally removed to the present site. In 1866, three ateliers for (j) Decorative Painting, (ii) Modelling and (iii) Ornamental Wrought Iron Work were established under Mr. Griffiths, Mr. Lockwood Kipling and Mr. Higgins, respectively.

The independent control by the heads of the ateliers resulted in lack of co-ordination. Government* who had by this time taken over the entire responsibility, appointed Mr. Griffiths as the Principal. The present main building was erected in 1878, at a cost of nearly Rs. 2,00,000 and Mi. Greenwood was appointed to assist him. The subject of Drawing was introduced in 1879, and facilities for training of Drawing Teachers, were started in 1893. A full-fledged department for training of Drawing Teachers however, was started in 1910, as the facilities offered in the past proved too inadequate to yield satisfactory results. Drawing exa­minations for pupils in High Schools and inspection of drawing classes by the Principal were instituted. In the meanwhile, assistance to the indigenous arts and crafts, as one of the functions of the school, was not lost sight of.

In 1891, the Lord Reay Art Workshops (now known as the Depart­ment of Arts and Crafts) were established in a separate building costing Rs. 47,000. In 1896, the Draughtsman's classes, the nucleus of the Depart­ment of Architecture, were established.

Mr. Griffiths retired after thirty years of valuable service. He would be remembered for his exquisite copies of wall paintings at Ajanta which he got done with able assistance of students. The students of the Modelling atelier, under the able guidance of Mr. Kipling also contributed at the same time to the ornamental details on the Victoria Terminus, University Building and other buildings in Bombay.

Mr. Greenwood, who all along helped Mr. Griffiths in the develop­ments, succeeded him but retired due to ill-health in a short time. He was followed by Mr. Cecil Burns, under whom the foundation of the pattern of art education and examination based on the then current system in English Art School was laid. The number of students gradually increased from less than a hundred to more than five hundred during the years 1896 to 1920.

In 1910, Sir George Clarke Studios and Laboratories were built for the advanced study of crafts, pottery being the craft taken up for study. The Department was subsequently closed in 1926.

In 1914, the courses in architecture also were reorganised. Prof. Robert Cables negotiated with R.I.B.A. Board, who accepted passing of advanced Examination as equivalent to passing of Inter R.I.B.A. Mr. Cecil Burns was succeeded by Capt. W.E. G. Solomon, who worked untiringly in the cause of and for the status of art education.

The country-wise awakening in revaluation of the Indian traditions was reflected in the system of training in all Departments, a class of Indian Design, side by side with realistic aids to study from life models was started, together with facilities in post diploma training in Mural Painting.

In 1924, with Prof. Batley as the Professor of Architecture, full-day classes were established, and R.I.B.A. granted exemption from Inter R.I.B.A. on completion of 3 years' fulltime course.

In 1929, the school was converted into a separate Art Department, the Principal being then called the Director. The Thomas Committee's recommendation in 1931 to abolish the Sir J. J. School of Art was rejected after the public opinion was effectively voiced in favour of its continuation.

In 1935, Mr. C. R. Gerrard who was called to assist as the Deputy Director helped to start the Department cf Commercial Art (now known as Department of Applied Art). During the decade that followed, since Mr. Gerrard took over from Capt. Solomon in 1937, trends in art education moved with contemporary ideals, and creative rather than initiative tendencies came to be encouraged and emphasised.

In 1947 the dawn of independence marked rapid changes on the administrative side. Shri V. S. Adurkar was appointed the first Indian Director in 1947; subsequently the post of the Director was styled as that of the Dean. The post was held by Prof. R. N. Welingkar and Shri J. A.Tarapoiwala for a time, until the appointment of Shri J. D. Gondhalekar as Dean in 1953.

On the teaching side, the Department of Architecture has been affiliated to the University of Bombay. Extension of facilities in training in Architecture for students of other States has been sanctioned by Government of India and a new building is built for the same.

The Departments of Painting and Arts and Crafts have carried out full size Murals and Carved wooden friezes at Government Buildings. The Department of Applied Art, the largest training centre for the subject, has produced valuable publicity material for Government and Public organisations.

The School of Art was trifurcated in the year 1958 into three separate institutes i.e. the School of Fine Art, the Institute of Applied Art and the College of Architecture, In the following year Prof. P. A. Dhond took over the charge of the post of the Dean and continued in that post till Prof. S. B. Palsikar was appointed as Dean in 1968. He was followed by Professors V. V. Manjrekar, D. G, Sangavai, S. S. Kadam and S. D. Arawade. The syllabuses of various departments of the school were revised in 1970. Prior to this the Government of Maharashtra had established a new Directorate of Art in the year 1965 with Prof. V. N. Adarkai as its first Director to bring about co-ordination in Art Education. In the post centennial silver jubilee year i.e. 1982 degree courses have been introduced in the Sir J. J. School of Art.

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SHREEMATI NATHIBAI DAMODAR THACKERSEY WOMEN'S UNIVERSITY

The Shreemati Nathibai Damodar Thackersey Women's University was founded by the late Bharat Ratna Dr. D. K. Karve, a veteran worker for the cause of education of women in Maharashtra, at Pune in 1916 known as the Indian Women's University. The university received its present name in 1920 when late Sir Vithaldas Thackersey, an enlightened industrialist from Bombay, gave a donation of Rs. 15 lakhs to the univer­sity subject to certain conditions, among which one was that it should be named after his mother, Shreemati Nathibai. The university accordingly came to be known as the SNDT Indian Women's University. In 1936, it was shifted to Bombay, and in 1951, the Government of Bombay gianted statutory recognition to the university. It is the only university for women in India which gives education through modern Indian languages and in whose management the women themselves play a prominent part.

The university made a comparatively slow progress during the period 1916-37, partly because the concept of female education did not find favour with the large sections of intelligentsia, partly because it did not obtain recognition from Government and other universities and partly because of financial stringency. But when the popular ministry assumed office, Government granted recognition to the university and graduates of this university were admitted to Government and semi-government services. This further improved the status of the university and raised it in public esteem. A further step was taken in 1947 when the Government appointed a committee to examine the problem of granting statutory recognition to the university. On the recommendations of that committee, the SNDT University Act was passed in 1949 and various authorities were constituted under this Act.

From the beginning the university is conducting and affiliating institu­tions for the education of women. In 1955 it conducted two colleges for women of which one was in Bombay. In addition to this, there were four affiliated colleges in Gujarat State. In 1952 it started a nursing college in Bombay. Formerly the university used to conduct its matricula­tion examination. But now the same has been discontinued and admission to university is given to any student who has passed the S. S. C. examination.

The aim of the university is to teach different courses of study to suit women fully equipped to play their role in the social life of the country. The university offers to girls and women a very wide and varied range of optional subjects of study. Thus, alongwith literature, science, economics, and other subjects like music, cooking, nursing, painting and home science also find a place in curricula. The university has at present eight faculties, viz., Arts, Science, Home Science, Nursing, Library Science, Technology, Commerce and Education.

University Students— The total number of students enrolled in the colleges, both conducted and affiliated, and teaching staff is shown in the following statement:—

Year	Enrolment	Teachers
1950-51	854	60
1955-56	1,614	124
1960-61	2,915	151
1965-66	5,171	376
1970-71	13,887	510
1980-81	13,346	833

During 1982-83, there were 16,058 students. The faculty-wise distribution of students is given below:—

Faculty	No of students
	Regular	Private	Total
Arts	4,150	7,101	11,251
Education	360	110	470
Home Science	1,429		1,429
Nursing	236		236
Library Science	51		51
Technology	388		388
Science	198		198
Commerce	1,836	199	2,035
Total	8,648	7,410	16,058

Of 16,058 students, 3,735 were studying in the conducted colleges and 4,913 in affiliated colleges. The number of teachers was 880.

Institutions: During the period 1960-61, the university had under its jurisdiction three conducted and nine affiliated colleges. Of these 12 institutions, Bombay had 5 colleges including 2 conducted colleges. In addition one school aided by the university was also functioning in Bombay. The next ten years saw a remarkable increase in the number of institutions both conducted and affiliated, as in 1970-71 there were 21 colleges including 6 affiliated colleges in Gujarat. Of 21 colleges, 8 were conducted colleges. The faculty-wise classification of these colleges was: Arts, 15 colleges; Education, 2; Home Science, 2; Nursing and Library Science, 1 each. The number of conducted and affiliated colleges situated in Bombay numbered 5. The university conducted thret schools of which one was functioning in Bombay. During 1980-81, the total number of colleges under the jurisdiction of this University rose to 23, of which 5 colleges were in Gujarat and 18 in the Maharashtra State. The number of colleges situated in Greater Bombay was 14, of which 6 were affiliated and 8 conducted colleges. Table No. 3 gives the details of these colleges for the year 1982-83.

University Hostel: The University provides hostel facilities at Bombay and Pune for the regular students. The hostel at Bombay was opened in 1962. The total strength of these hostels during 1982-83 was put at 318 including accommodation for 198 students in the hostel at Bombay.

Library: The Library service is provided through the Central Library established in 1955, the extension library, Juhu (1977), study centre,, Santacruz (1972) and study centre, Ghatkopar (1975). During 1982-83, there were 1,58,299 books and 458 periodicals in these libraries.

Students' Welfare: The university students' council was established in 1970 with the object of co-ordinating activities of students of all colleges of SNDT University and giving guidance in managing their welfare activities and to train them in leadership, discipline, etc.

There is also a university canteen established in 1967. It also serves as a training ground in canteen management for the students of the college of home science.

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SOCIAL EDUCATION

The concept of social education has grown out of the concept of adult education. In fact, social education is adult education with greater emphasis on social implication. The function of adult education in a democracy is to provide every adult citizen with an opportunity for education. The scope of adult education is very wide.

Adult education became a movement in the European countries by the end of 19th century. In India the idea of social or adult education came into being during the Biitish regime. The main obiect of the programme was to give the people the knowledge of three R's. Today this concept is used in a much more concrete and technical sense to cover organised activities and programmes concerned with education of adults. Proper functioning of democracy can only take place when the vast masses of people become literate and are enlightened to understand the political, economic and social activities in their proper perspective.

With the transfer of control and administration of education in Indian hands a greater interest became manifest in the field of adult education. The adult schools between 1921-37 were divided into secondary schools,, primary schools and special schools. The secondary schools for adults were really high schools conducted during night in order to enable the working class to continue their education at secondary stage. Such schools were located in Bombay and other big cities. The special schools were mainly meant for women in which they were taught three R's. first aid, sewing, etc. Efforts were made during 1921-37 to develop adult education proper, and encouragement was given to associations like the Adult Education Society, Bombay; Dnyanprasarak Mandal, Bombay; the Royal Asiatic Society, Bombay; to arrange lectures on various useful topics.

When the Congress ministry came into power, the Government decided to organise a planned drive to liquidate the illiteracy of masses. The work received a great impetus in Bombay city. The Government in 1938, appointed an adult education advisory board to secure public co-operation and collect funds for literacy work. A large scale literacy campaign was organised in 1939 with the object of rousing public conscience to the need of education for illiterates and spreading literacy. In 1939, the Bombay City Adult Education Committee came into existence. In Bombay city, the work carried out by this committee during the years 1939-40, 1940-41 and 1945-46 is shown below;—

Year	No. of classes	No. of adults on roll	No. of adults made literate
1939 - 40	1,102	19,068	15,068
1940 - 41	1,198	22,337	15,538
1945 - 46	1,275	25,575	19,178

The problem received a fresh impetus again when the second popular ministry assumed office in 1947. The concept of adult education was radically changed. It was proposed that in a proper programme of adult education, the imparting of literacy must be combined with a good deal of general education which should include subjects like civics, elementary history, politics, instruction in simple crafts, etc. In short, adult education was to be intimately related to every day problems of life and culture. It was decided to give it a new name in order to distinguish it from the narrow outlook of earlier days and it was henceforward designated as social education. The work done by the Bombay City Education Committee (formerly known as the Bombay City Adult Education Committee) since 1950-51 is shewn below :—

Year	No. of classes	No. of adults on roll	No. of adults made literate
1950-51	2,368	59,867	30,540
1954-55	2,562	66,554	37,334
1960-61	1,221	28,246	14,313
1965-66	1,257	28,491	15,278
1970-71	667	14,640	9,291
1975-76	486	10,570	8,588

During 1976-77, the committee conducted 347 classes with 6,128 persons on roll of which 6,025 were made literate. During 1980-81, there were 1,005 centres managed by the Committee with a total enrolment of 28,530 adults including 11,260 women. The Committee incurred an expenditure of Rs. 69,250,000 during the same year, while the per capita expenditure was put at Rs. 10.50.

Bombay city is the industrial centre of the country having an ever growing population. Every year new arrivals go on adding to the already large population. Due to continuous inflow of illiterate workers the percentage of literacy in the city in spite of the committee's efforts does not show any remarkable increase. Hence this committee launched, in 1966, an intensive literacy campaign in the form of a crash programme. It envisaged voluntary aid from the students of secondary and upper primary schools on the basis of' each one teach one'. With the imparting of literacy skills to illiterate adults, the committee conducts literacy classes in five languages viz., Marathi, Hindi, Urdu, Gujarati and Telugu. These literacy classes are run for 4 months and those of post-literacy classes for neo-literates lasting for eight months' duration.

Besides these classes, the committee also conducts literacy classes for illiterate workers in mills and factories with the help of employers. Conti­nuing education programme was conducted in the form of craft training centres, workers class, community centre and polyvalent adult education centre. The last one is considered to be a pioneering effort in the field of continuing education which provided for need based training programme for basic level workers engaged in factories. To carry out its programme, the committee set up circulating and area libraries. In addition to this, other activities like study circles, community groups, community radio centres are also organised with the object of helping neo-literates to retain their newly gained literacy and keeping it at functional level.

During 1976-77, the committee incurred an expenditure for various types of programmes pertaining to adult literacy and adult social education to the tune of Rs. 5,05,716.81. The Government of Maharashtra paid a grant-in-aid of Rs. 2,50,000 and the Bombay Municipal Corporation Rs. 60,000.

The Central Government introduced the National Adult Education Programme on a massive scale from October 1978. The State Government also opened adult education centres in the State. Illiterate adults in the age-group of 15-35 are covered under this programme. During 1980-81, there were 30 centres in Bombay and 930 adults were enrolled. An expenditure of Rs. 41,90,000 was incurred during this period, while the per capita expenditure was stated at Rs. 45.05.

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PUBLICITY

The main function of the Directorate of Informal ion and Public Relations is to keep the people informed of the work of the Government in various spheres of administration and developmental activities and also to keep the Government informed of public opinion and needs and grievances of people.

The headquarters of the Directorate is at Bombay and has formed different units to carry out its various functions. In the following is given a brief description of these units:—

News Unit: This unit is mainly responsible for the dissemination of news by issue of press notes and news items on matters of policy and important Government decisions, as also for giving publicity to various developmental activities. It thus feeds newspapers in the State and out­side day in and day out with press releases, feature articles, speeches of ministers, etc., in all the prominent languages in the State. The informa­tion office attached to this unit does the work of scrutiny of newspapers, and reports to the Minister or the concerned department about it, by sending cuttings to them. On many occasions clarifications are issued in respect of certain press reports, by acquiring relevant information from the concerned departments. A full-fledged photographic section with a dark room is attached to this unit.

Equally important is the work regarding press accreditation which is also done by this unit. This involves work in the form of scrutiny of the application, verification of antecedents of the applicant etc. The accreditation cards are then issued to such eligible pressmen and press photographers on the recommendation of the State Accreditation Committee and sanction of the Government.

Publications Unit: The Directorate has a full-fledged publications unit, which gives publicity to the developmental activities of the Government by bringing out publicity literature in the form of books, pamphlets, folders, posters, etc. The Directorate has its own periodicals, viz., Lok Rajya, a fortnightly published in English and Marathi and Gramvikai, a monthly in Marathi.

Film Unit: The film unit arranges to produce films, newsreels and documentaries depicting developmental activities undertaken by the Government and achievements made in respect thereof, both depart-mentally and through outside agencies. These movies are produced in 35 M.M. and 16 M.M. prints and are exhibited in the picture houses. 16 M.M. prints are exhibited in various localities of Bombay with the help of the mobile unit of the Directorate. The unit has a small air-conditioned pre-view theatre where films are shown to officials, and non-officials. The unit has a small workshop which facilitates to maintain the equipment and its accessories in good condition.

Public Relations: This unit has been entrusted with multifarious duties such as liaisoning work, organisation of information centres and radio rural forums, issue of advertisements, research and reference section and the central library. The library headed by the Chief Librarian is an institution by itself. The library caters to the needs of the Mantralaya departments for the purpose of reference. One of the major information centres is located at Dadar in Bombay.

Exhibitions and Cultural Programmes : The State of Maharashtra through this unit participates in various major exhibitions. The work involves various aspects like planning of exhibitions, booking of sites, preparation of layouts, etc. The unit is also entrusted with the work of giving publicity to five year plans through various cultural activities.

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TABLES

TABLE No. 1
Number of Private Schools in Greater Bombay, 1980-81

Languages	City				Suburbs				Extended Suburbs
	Recognised schools		Aided schools		Recognised schools		Aided schools		Recognised schools		Aided schools
	Schools	Pupils	Schools	Pupils	Schools	Pupils	Schools	Pupils	Schools	Pupils	Schools	Pupils
Marathi	21	10,227	24	11,432	15	4,665	46	18,725	11	2,070	21	6,357
Gujarati	7	8,532	28	7,395	20	4,785	19	8,902	18	4,763	21	13,301
English	120	43,258	37	18,905	130	58,945	36	11,435	56	19,974	8	2,551
Urdu	3	318	10	3,556	5	1,280	3	850	..	..	..	..
Hindi	..	..	11	3,671	3	913	11	3,536	4	788	7	2,435
Tamil	..	..	4	895	..	..	..	..	1	421	..	..
Malayalam	..	..	2	297	..	..	..	..	1	186	..	..
Kannada	1	78	5	612	..	..	..	..	..	..	1	137
Sindhi	..	..	..	..	..	..	1	225	..	..	..	..
Total	172	62,413	131	46,763	173	70,588	116	46,673	91	27,902	58	24,781

TABLE No. 2
COLLEGES IN BOMBAY 1982-83

Name and Year of Affiliation	Courses offered	No. of Students			No of teachers
		Male	Female	Total
Arts and Science Colleges:
1. Elphinstone College, Fort, Bombay-32 (1860).	B.A.,M.A.,B.Sc, Ph.D.	430	370	800	98
2. St. Xavier's College, Bombay-1 (1869).	B..A.,M.A.,B.Sc, M.Sc., Ph.D.	656	1,052	1,708	N.A
3. Wilson  College, Bombay-7 (1861).	Do	611	796	1,407	N.A
4. Ramnarain  Ruia  College, Matunga, Bombay-19 (1937).	B.A.,M.A.,B.Sc, M.Sc., Ph.D.	589	1,330	1,919	95
5. Sophia College for Women, Bombay-26 (1941).	B.A.,M.A.,B.Sc, M.Sc.	3	1,202	1,205	65
6.  Rishi   Dayaram   National College and Wassiamul Assomul Science College, Bombay-50 (1949).	B.A.,M.A.,B.Sc, M.Sc.,Ph.D.	390	494	884	41
Arts, Science and Commerce Colleges
1.  Ismail Yusuf College, Jogeshwari, Bombay-60 (1930)	B.A.,M.A.,B.Sc, M.Sc.,B.Com	506	191	697	90
2.  Guru Nanak Khalsa College of Arts, Science and Commerce, Matunga Bombay-19 (1937).	B.A.,M.A.,B.Sc, M.Sc.,B.Com., Ph.D.	1,002	770	1,772	N.A
3.  People's Education Society's Siddharth College of Arts, Science and Commerce, Fort, Bombay-23 (1946).	Do.	1,049	306	1,355	67
4. Kishinchand Chellaram College, Churchgate, Bombay-20 (1954).	Do	780	672	1,452	74
5. Parle   College,   Vile-Parle (East), Bombay-57(1959).	Do	531	1,008	1,539	91
6.  Jai Hind College, Basantsing Institute of Science and J. T. Lalvani College of Commerce, Church-gate, Bombay-20 (1948).	Do	647	900	1,547	69
7.M. M. College of Arts, N. M Institute of Science , and Haji Rashid Jaffer   Ph.D. College of Commerce, Andheri (West), Bombay-58 (1946).	B.A.,M.A.,B.Sc, M.Sc.,B.Com.	968	935	1,903	90
8.D. G. Ruparel College of Arts, Science and Commerce, Matunga, Bombay-16 (1952).	Do	899	979	1,878	85
9. D. E.Society's Kirti   M. Doongursee College of Arts, Science and Commerce, Dadar, Bombay-28 (1954).	Do	1,161	414	1,575	79
10.  South   Indian   Education Society's College of Arts, Science and Commerce, Sion (West), Bombay-22 (1960).	Do	839	1,461	2,300	92
11.  Mithibai College of Arts, Chauhan Institute of Science and Amrutben Jivanlal College of Commerce and Economics, Vile-Parle (West), Bombay-56 (1961).	Do	1,082	1,467	2,549	105
12. Maharshi Dayanand College of Arts, Science and Commerce, Parel, Bombay-12 (1962).	Do	617	364	981	50
13. Seth    Laherchand    Uttamchand Zhaveri College of Arts and Sir Mathuradas Vissonji College of Science and Commerce, Andheri (East), Bombay-69 (1963).	B.A.,M.A.,B.Sc, M.Sc.,B.Com.	592	979	1,571	64
14. Ramniranjan Jhunjhunwala College, Ghatkopar, Bombay-86 (1963).	B.A.,M.A.,B.Sc, M.Sc.,B.Com., Ph.D.	1,328	656	1,984	N.A
15. Sir    Sitaram    and    Lady Shantabai Patkar College of Arts and Science and Chikitsak Samuha College  of Commerce and Economics, Goregaon (West),Bombay-62 (1964).	B.A.,M.A.,B.Sc, M.Sc,B.Com.,Ph.D.	705	698	1,403	59
16. Hazarimal Somani College of Arts and Science Jayaramdas Patel Commerce, College of Chowpatty,Bombay-7 (1965).	Do	1,030	776	1,806	81
17. Maharashtra College of Arts, Science and Commerce, Byculla, Bombay-8 (1968).	B.A.,M.A.,B.Sc, B.Com.	773	386	1,159	N.A
18.Vivekananda Education Society's College of Arts, Science and Commerce, Chembur, Bombay-71 (1978).	B.A.,B.Sc.,B.Com.	405	513	718	42
19. Gokhale Education Society's Arts, Science and Commerce College, Borivali (West), Bombay-92 (1979).	Do	536	499	1,035	26
20. N. G. Acharya and D. K. Marathe College of Arts, Science and Commerce, Chembur, Bombay-71 (1978).	Do	277	159	436	17
Arts and Commerce Colleges:
1.Burhani College of Commerce and Arts, Mazagaon, Bombay-10 (1970).	B.A.,M.A.,B.Com., Ph.D.	715	637	1,352	N.A
2.   K. J. Somaiya College of Arts and Commerce, Vidyavihar, Bombay-77 (1972)	B.A.,M.A.,B.Com., Ph.D.	1,281	1,606	2,887	73
3.  Bharatiya Seva Samaj Sanchalit College of Arts and Commerce, Malad (West), (1979).	B.com	2	..	2	N.A
4.Sadhana Education Society's L. S. Raheja College of Arts and Commerce, Juhu, Bombay-54 (1980).	B.A., B.Com	306	160	466	9
Colleges of Fine Arts:
1. Nalanda Nritya     Kala Mahavidyalaya,Bombay-49 (1973).	B.F.A.,M.F.A.(Dance),Ph.D.	..	46	46	12
2.Sir J.J. School of Art,Bombay-1 (1981).	B.F.A. (Painting)	37	48	85	8
3.Sir J.J. School of Applied Art, Bombay-1 (1981).	B.F.A., (Applied Arts)	102	69	171	15
Science Colleges :
1.Institute of Science, Fort, Bombay-32 (1926).	B.Sc.,M.Sc.,Ph.D.	230	152	382	55
2.K. J. Somaiya College of Science, Vidyavihar, Bombay-77 (1960).	Do.	798	519	1,317	80
Home Science:
1. College of Home Science, Bombay-20 (1969)	B.Sc.,M.Sc.(Home) Diploma		437	437	N.A
Social Work
1.College of Social Work, Bombay-20 (1970)	B.Sw.,M.Sw	41	123	164	18
Commerce Colleges:
1.Sydenham College of Commerce and    Economics,       Churchgate  Reclamation, Bombay-20 (1914).	B.Com.,M.Com.,Ph.D.	983	652	1,545	47
2. R.A.Podar College of Commerce and Economic Matunga, Bombay-19 (1941).	B.Com.,M.Com.,D.M.S.,Ph.D.	1,257	1,163	2,420	42
3.Siddharth College of Commerce and Economics,Fort, Bombay-23 (1953).	B.Com.M.Com., Ph.D.	893	293	1,156	19
4.H. R. College of Commerce and Economics, Churchgate, Bombay-20 (1960).	B.Com.	1,125	695	1,820	41
5. M. L. Dahanukar College of Commerce, VileParle (East), Bombay-57 (1960).	Do.	486	812	1,298	25
6.Smt.Mithibai    Motiram Kundanani  College of Commerce and   Economics,Bandra,  Bombay-50 (1961).	B.Com.,M.Com., D.M.S.	863	745	1,608	32
7. Chinai   College   of  Commerce   and   Economics, Andheri (East), Bombay-69 (1968).	B.Com.	983	835	1,818	39
8.Shri Narsee Monjee College of Commerce and Economics, Vile-Parle (West), Bombay-56 (1964).	B.Com.,M.Com., Ph.D.	1,218	1,192	2,410	44
9.Akbar Peerbhoy College of Commerce and   Economics, Bombay-8 (1969).	B.com	942	124	1,066	20
10. Mulund College of Commerce,   Mulund   (West), Bombay-80 (1970).	B.Com.,M.Com.	833	1,032	1,865	32
11.Chetana's Hazarimal Somani College of Commerce and Economics, Bandra (East), Bombay-51 (1970).	B.Com.,D.M.S.	993	614	1,607	24
12. Prahladrai   Dalmia Lions College of   Commerce and Economics,   Malad, Bombay-64 (1972).	B.Com.,M.Com., D.M.S.	1,218	759	1,977	33
13. Lala Lajpatrai College of Commerce and Economics, Bombay-34 (1972).	B.Com.,M.Com., Ph.D.	1,188	672	1,860	33
14. People's Education Society's Dr. Ambedkar College of Commerce and Economics, Wadala, Bombay-31 (1972).	B.Com.	1,782	452	2,234	N.A
15. Bharat Education Society's College of Commerce and Economics, Bombay-4(l972).	Do.	520	96	616	14
16. K.P.B. Hinduja College of     Commerce, Bombay-4 (1974).	Do.	920	533	1,453	22
17.South Indian's Welfare Society's College of Commerce Sewree Wadala Estates, Bombay-31(1980 )	Do.	430	237	667	14
18. Bhandup Educational Society's College of Commerce, Bhandup (East), Bombay-78 (1982)	F.Y.Com.	50	102	152	6
Traning Colleges:
1. Secondary Training College, Bombay-1(1922)	B.Ed., M.Ed.,Ph.D.	32	70	102	12
2.St.Xavier's Institute of Education, Bombay-20 (1953)	Do.	29	89	118	11
3.Smt. Kapila Khandwala College of Education, Santacruz (West), Bombay-54(1962)	Do.	31	95	126	14
4.Bombay teachers' Training College, Colaba, Bombay-5 (1969)	Do.	32	107	139	12
5.Hansraj Jivandas College of Education, Khar, Bombay-52(1969)	Do.	34	98	132	15
6. Chembur Comprehensive College of Eduation, Chembur, Bombay-71 (1970)	Do.	16	94	110	12
7.Gokhale Education Society's College of Education and Research, Parel, Bombay-12(1970)	B.Ed.,M.Ed.,Ph.D.	32	78	110	11
8.Gandhi Shikshan Bhavan's Smt. Surajba College of Education, Juhu, Bombay-49 (1970)	B.Ed.,M.Ed	10	65	75	9
9.St.Teresa's Institute of Education, Santacruz, Bombay-54(1973)	Do.	..	93	93	10
Physical Education:
1. Government College of Physical Education, Kandivli, Bombay-67 (1972)	B.Ed. (Phy)	83	17	100	N.A.
2.B.P.C.A.'s College of Physical Education, Wadala, Bombay-31 (1978)	Do.	82	20	102	8
Education of Deaf:
1. Indian Institute for the Teachers of the Deaf, Chawpatty, Bombay-7 (1974)	D.P in Ed.	It has stopped teaching
Engineering Collegs:
1.V.J.Technical Institute Matunga, Bombay-19 (1946)	B.E (Civil,Mech,Elec., Prod),B.Text,M.Text,M.E(Civil Mech, Elec, Auto, Prod.), D.I.E and Ph.D	1,134	67	1,201	212
2.Sardar Patel College of Engineering, Andheri (West), Bombay-58(1962)	B.E (Civil,Mech,Elec., )	768	21	789	47
B.Pharm. Course:
1.Bombay College of Pharmacy, Santacruz, Bombay-98(1970)	B.Pharm., M.Pharm., Ph.D.	64	68	132	16
2. K. M. Kundnani College of Pharmacy, Worli Seaface Bombay-18 (1971).	B.Pharm., M.Pharm	175	43	218	15
Law Colleges:
1.Government Law College, Bombay-20 (1860)	LL.B.,LL.M.,Ph.D	1,843	453	1,496	32
2.New Law College, Matunga, Bombay-16 (1954)	Do.	1,283	356	1,639	25
3.Siddharth College of Law, Fort Bombay-20 (1956)	Do.	1,720	244	1,949	28
4.K.C.Law College, Churchgate, Bombay-20 (1955)	LL.B	1,629	252	1,881	42
5.K.P.B.Hinduja Law College, Bombay-4 (1976)	Do.	574	107	681	16
6.Jitendra Chauhan College of Law, Vile-Parle (West), Bombay-56 (1977)	Do.	679	200	879	19
7.G.J.Adwani Law College, Bandra, Bombay-50 (1977)	Do.	262	118	380	12
8.Dr.Ambedkar College of Law, Wadala,Bombay-31 (1977)	Do.	455	49	504	12
Medical,Dental,and Nursing Colleges
1.Grant Medical College, Byculla, Bombay-8 (1860)	M.B.B.S., M.D.,M.S.,DA.,D.V. and D., D.P.H., D.M.L.T.,D.M.R.D,D.F.M.,D.M.R.D, D.F.M.,D.M.,R.T,M.Pharm,M.Sc (Biochem),Ph.D)	1,299	743	2,042	136
2.S.G.S. Medical College Parel, Bombay-12 (1925)	M.B.B.S.,M.D., M.S.,D.A.,D.V. and D., D.P.H., D.M.L.T., D.M.R.D.,D.F.M., D.M.R.T.,M.Pharm. M.Sc.(Biochem), Ph.D.,B.Sc. and M.Sc.,(OT  and PT), D.P.M	965	680	1,645	N.A
3. Topiwala National Medical College, Bombay-8 (1946).	M.B.B.S.,B.Sc.(Aud.) M.D.,M.S.,D.A., D.V. and D, D.P.H.,D.P.M., D.M.L.T.,D.M. R.D.,D.M.R.T., M.Sc.(Biochem) Ph.D.	555	388	943	194
4. Lokmanya Tilak Municipal Medical   College,   Sion, Bombay-22 (1964).	M.B.B.S.,M.D.,M.S., M.Sc.(Biochem), D.M.L,T.,D.P.H., D.M.R.D.,D.M. R.T.,D.V.       and D.,Ph.D.	421	263	684	238
5.Government             Dental College    and    Hospital, Bombay 1 (1945).	B.D.S.,M.D.S.	263	198	461	69
6.Nair Hospital     Dental College,         . Bombay-8 (1954).	Do.	137	151	288	N.A
7. Institute of Nursing Education, Byculla,   Bombay-8 (1960).	B.Sc.(Nursing)	..	54	54	169
Ayurvedic Colleges:
1.Smt. K. G. Mittal Punarvasu Ayurved Mahavidyalaya,           Bombay-2 (1972).	B.A.M.S.,M.D. (Ayur.)	220	90	319	25
2.R. A.Podar  Medical College  (Ayur.),  Worli, Bombay-18 (1972).	B.A.M.S.	189	132	321	41
3. Ayurved    Mahavidyalaya, Sion, Bombay-22 (1972).	Do.	196	69	265	23
Architecture:
Sir J. J. College of Archi­tecture, Fort, Bombay-1 (1896).	Do.	183	142	325	8

The colleges having library books of 20,000 and above are: Elphinstone College—65,702 books; Ruia College—78,574; Sophia College—33,714; R. D. National College—32,368; Ismail Yusuf College—39,929; K. C. College—42,607;   Parle   College-41,338;   Siddharth   College—72,276;M. M. College and N. M. Institute—30,647; Jaihind College—35,314; Ruparel College—47,486; Kirti College—41,352; S. I. E. Society's College—35,462; Mithibai College—32,847; Dayanand College—25,821; Zaveri College—24,090; Patkar College—28,390; Somani College—29,205; Somaiya College—28,148; Institute of Science—20,894; Sydenham College—45,934; Podar College—55,327; Siddharth College—26,099; Dahanukar College—26,904; Chetana College—20,140; Secondary Training College—29,496; V. J. Technical Institute—34,532; Government Law College—27,158; Grant Medical College—37,534; Topiwala National Medical College—28,978 and Podar Medical College—20,000.

TABLE No. 3
Institutions of the S. N. D. T. University, 1982-83

Name of College	Year of Establishment	Courses offered	Number of
			Students	Teachers
Conducted Colleges:
(1) Department of Post-graduate Studies and Research.	1982	M.A., M. Phil., Ph.D.	259	25
(2) S.N.D.T Arts and   Commerce College  for  Women,Bombay.	1931	B.A., B.Com., Dip. inTravel and Tourism.	1,857	91
(3) Leelabai Thackersey College of Nursing, Bombay.	1952	B.Sc, M.Sc. (Nursing)	235	29
(4) P.V.D.T. College of Education for Women, Bombay.	1959	B.Ed.	184	28
(5) Sir Vithaldas    Thackersey College of  Home Science,Bombay.	1959	B.Sc, M.Sc, Ph.D.(Home Science).	1,013	72
(6) Sir H. P. Thackersey Collegeof Science, Bombay.	1977	M.Sc, Diploma(Anal. Chemistry).	121	4
(7) Sir H. P. Thackersey School of Library Science, Bombay.	1961	B.Lib., M.Lib.	58	5
(8) P. V. Polytechnic, Juhu,Bombay.	1976	Diploma Courses in Pharmacy, Pathology, Dress Making, etc	461	57
(9) C.U.Shah College of Pharmacy, Bombay.	1980	.B. Pharm.	90	9
Affiliated Colleges:
(10) B. M. Ruia Mahila Mahavidyalaya, Bombay.	1958	B.A., B.Com.	384	20
(11) Smt. Maniben M. P. Shah	1958	B.A., B.Com.	1,086	23
Women's College of Arts and Commerce, Bombay.
(12) Smt. P. N. Doshi Women's College, Bombay.	1960	B.A., B.Com.	933	30
(13) Shri   M.   D.   Shah  Mahila College of Arts and Commerce, Bombay.	1968	B.A., B.Com.	1,407	40
(14) Maniben N. Women's College, Vile Parle, Bombay.	1972	B.A., B.Com.	1,019	25
(15) Vile  Parle  Mahila  Sangh's Lions   Juhu   N.   J.   Mahila Mahavidyalaya, Vile Parle(E).Bombay.	1969	B.A.	574	16

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