• पुणे विद्यार्थी गृहाच्या स्थापनेपासूनचे आधारस्तंभ, १९५२ ते १९५८ मुंबई विधान परिषदेचे सभासद, प्रवास, शिक्षण, नीती, सदाचार इत्यादी विषयांवर अनेक व्याख्याने, लेख, ग्रंथ आणि संशोधन. पाश्चिमात्य शिक्षणपद्धती, शिक्षण, शील व संस्कार,, जपानची जीवनक्रांती, बालगडचा किल्ला व इतर गोष्टी (बालसाहित्य) इत्यादी ग्रंथ प्रकाशित, पुणे, मुंबई, कर्नाटक. बडोदा, नागपूर, मराठवाडा व शिवाजी विद्यापीठात एम.एड.वर्गाकरिता कंपेरेटिव्ह एज्युकेशन या विषयाचे अन्यान्य प्राध्यापक व पी.एच.डी.करिता संशोधन मार्गदर्शक. सेकंडरी एज्युकेशन बोर्डाचे सदस्य. Progress of Education व सरकारी पाठ्यपुस्तके Psycho-Liugua चे संपादक

In the change-over of any educational system, either in ideology or in administration, the role of Headmasters is extremely important. They are the direct vehicle through whom the State and national policies in day to day education can be implemented.

The quality of education depends upon the quality of schools. It is the Headmaster who controls and determines the quality and standard of a high school. He can make or mar the school.

The atmosphere of a school bears the stamp of the Headmaster. A high school can be evaluated mainly on three item-(1) administrative efficiency, (2) academic standard, and (3) the type of the graduate sent out by the school. A good Headmaster looks to all these three sides of the school and can maintain them on a high level. If we want to bring about reform and change in secondary education, the agency of the Headmaster should be fully utilised. The immediate and remote training of Headmasters from this point of view should be immediately considered.

Our present educational system does not seem to have paid adequate attention to the preparation, selection and appointments of Headmasters. It is generally assumed that any experienced and trained teacher can make a good Headmaster. Experience has disapproved this assumption the qualities of a teacher and those of a Headmaster are entirely different. The headmasters must posses all qualities of a teacher and something more be master and something besides. He should be a person of leadership with educational ideas and ; ideals, with the qualities of inspiration, a person of administrative efficiency and academic versatility. The number of such persons in the field of the education is naturally limited. Hence it is necessary to pay greater attention to the proper selection of Headmasters.

The number of secondary schools has increased tremendously during the last 15 years; but unfortunately it has not been possible for education to prepare, train and secure an equal number of Headmasters for these schools. On the assumption that a trained teacher with some experience can make a good Headmaster, the present appointments are made. The deterioration in the quality and standard of schools is to some extent due to the non-availability of Headmasters with competency and leadership.

A time has come to devise some special training for the preparation of Headmasters. Some such training is provided at the level of Master of Education. But this training is of a very general character and does not necessarily prepare a good Headmaster. I would very strongly advocate the institution of a special course for the Headmasters. To give some outline about the content of the course, I would suggest the following subjects :
1. The Philosophy of Indian Education.
2. History of Indian Education.
3. Comparative Education, especially Secondary
Education, especially Secondary Education.
4. Adolescent Phychology.
5. Experimental Education and Research Methodology
6. General Administration and Administration of secondary schools.

On the academic side, I would suggest that a study of the history of Indian culture, philosophy and literature should be a necessary item in the training of a Headmaster.

The above course may benefit Headmasters who are to be appointed in future. The same provision for the existing Headmasters must be immediately made. This can be done through publishing periodical pamphlets and special magazines for Headmaster. These should propogate ideas on national education, emotional integration and moral education, school reform and everything else that we expect be way of reforming secondary education during the next few years. At present there is no intellectually connecting link between Headmasters on the one hand and the State and eminent educationists on the other. The Headmaster is academically starved. This is especially true about persons who are far flung away from cities and towns and working in mofussil places. These schools and their students form a major part of our secondary education.

Those of the existing Headmasters who would like to benefit from the special course outlined above, should be given some inducement to go through that course and appear for the examinations either through an internal or an external system of examinations. The reading of so much literature will have a wholesome and salutary effect on the outlook, ideology, attitudes and general personality of the Headmaster.

Some provision for the in-service training of Headmasters needs to be made as in the case of the ordinary teachers. The Departments of Education should lay down two more higher courses, the completion of which during two successive periods of five years each, should be obligatory upon Head masters. This will make him read some up-to-date literature on education. It will keep him abrest of modern ideas. No attendance should be necessary for such a course. The Headmasters should prepare themselves on their own initiative and offer themselves for an examination or a test by the Universities or the Education Departments which should utilise the services of eminent educationists for carrying on such an examination, both oral and written. The further promotion of Headmasters may be tied up with their progress in these advanced courses.

Secondary Education is likely to expand at a great speed in the near future. Its quality also needs to be maintained. The proper preparation and training of Headmasters is one of the most important remedies in maintaining educational standards.