Brief flashback of conditions in 1955: Before the commencement of the second world war there were only eight engineering colleges in the whole country. Thomason College of Civil Engineering Roorkee was the only public sector institution in U.P. running Civil Engineer Classes with an intake of 30 students and Overseer Classes with an intake of 40 students. Civil Brief flashback of conditions in 1955: Before the commencement of the second world war there were only eight engineering colleges in the whole country. Thomason College of Civil Engineering Roorkee was the only public sector institution in U.P. running Civil Engineer Classes with an intake of 30 students and Overseer Classes with an intake of 40 students. Civil Engineering School Lucknow and Hewett Engineering School Lucknow were the only other private engineering schools running overseers certificate courses in U.P. British Government had encountered tremendous shortage of suitably trained technical manpower during the second world war and all types of short term training programmes were conducted during the war period for meeting the emergent needs of technical personnel on the war fronts as also for safety, security and internal defence of the country. After independence, the process of planned development took time to get its roots and the first five year plan was launched in early fifties. There was a lot of unemployment at that time and the people had extremely limited opportunities for fruitful work. That was the time, when the decision was taken to start a civil engineering school at Allahabad. Incidentally, Civil Engineering School Allahabad became the first Civil Engineering School to be started in Uttar Pradesh after independence of the country in 1947.
New Set-ups: All new set-ups involve a lot of improvisation in the earlier stages. As time rolls on, gaps are filled, sharp edges and corners are smoothened and things are brought in tune with the functional needs of the institution. All that needs a lot of maturity and understanding on the part of those who are at the helm and have the strings in their hands. Initially, the teachers find it inconvenient to adjust, but, gradually they are able to improvise and start delivering under all types of constraints. Students enter the portals of the institution with all types of expectations. Beautiful buildings, neat, clean and spacious classrooms, well equipped and well kept laboratories and workshops, comfortable hostels and sprawling grounds for games and sports. No new institution has all the facilities on day one. Teachers and students form the heart and core of the institution. All depends on how they respond and react. The relationship between teachers and the taught is very crucial. It takes time to take roots. The teacher tries to pass on to the students, whatever little he knows and then prepares himself for all those things, which the students need and in the process, he goes down and tries to communicate with the students in their language and at their level of understanding. In the meantime, the students try to adjust gradually, till they are able to develop a faith and begin to accept that, whatever the teacher is doing is in their best interests. And, by and by, the deficiencies, shortcomings and limitations take a back seat and the teachers and the students begin to utilize the available physical facilities and opportunities in the best possible manner and gradually get used to some sort of improvisation for all those things which are not readily available. The teachers and students of first few batches of new institutions are generally very dedicated and hardy and in the process, they build up traditions, which become the hallmarks of the institutions in due course.
Teachers: Teachers form the backbone of the institutions. For decades, Allahabad was a hallowed place of learning. Year after year talented young graduates of most of the disciplines made a bee line to Allahabad for having a shot at the central services examinations. 1955 was no exception. As such the response to advertisement for the recruitment of teachers for Civil Engineering School Allahabad was overwhelming. Bright young graduates of Electrical and Mechanical Engineering were readily available. However, they were mostly interested in preparations for the central engineering services examinations. Civil Engineering Graduates were in short supply at that time and were not available. Post graduates of Mathematics, Physics and Chemistry with bright careers were readily available. Their main interest was preparation for central services examinations. Many retired persons had also applied for the jobs of lecturers and instructors and demonstrators. Naturally, inspite of the large number of applications, our options were extremely limited. We opted for a blend of retired people with relevent field experience and a promising bunch of bright young graduates. Every member of the assembled team seemed to be happy and appeared to be keen to have a go in the classrooms without any further suspense. They formed the first building block of Civil Engineering School, Allahabad.
Students: The response to advertisement for admissions was overwhelming. Initially, the intention of the management was to start with an intake of 60 students for the diploma course in civil engineering and then to expand and diversify gradually. However, from considerations of economical functioning of the institution, which was expected to be self financing and due to tremendous pressure from all quarters for admissions, it was felt that three sections of 60 each, with a total intake of 180 students for diploma course in civil engineering should be adopted. The minimum qualification for admissions was High School with English, Science and Mathematics. However, in view of large number of applications from those who had passed intermediate and higher examinations with science and mathematics, first preference in admissions was provided to them. All admissions were to be made on the basis of merit based on the aggregate of percentage marks in english, mathematics and science. As soon as the call letters were issued and the process of admissions was in motion, there was tremendous pressure on Vishwamitra and other members of the management for trying to accommodate many of those candidates, who were unable to find a place in the merit list. Vishwamitra was a seasoned lawyer. He argued that, if three sections of 60 each is a good number for economical functioning, it should be possible to add three more sections of 60 each to bring the total intake to 360 students. The arithmetic of the argument was extremely simple. However, for an institution, which was still in the process of finding suitable accommodation, was hiring suitable teaching staff and was purchasing equipment for classrooms, laboratories and workshops, it was a very tall and mind boggling proposal. Ultimately, we opted for an intake of 360 students, with three sections of 60 each to be admitted on the basis of pure merit as already notified and another three sections of 60 each to be filled on the basis of recommendations from the members of the management. By the time, the admissions were over, there were some overflows and we ended up with total admissions of 400 students for 6 sections. We looked to the energies, expectations and potential of four hundred students as a big addition to the work force of the institution and accepted them as the second building block of Civil Engineering School Allahabad.
Chatham Lines: Chatham Lines at Allahabad is a peaceful locality near Prayag railway station, bounded on one side by the railway line and on the other side by river Ganga. It had 35 to 40 sprawling bunglows covering 6 to 8 acres of land each. These bunglows were sometimes occupied by the elites of the city. 26 Chatham Lines was one of those spacious bunglows spread over 6 to 8 acres of land, with a large tiled residential building, built in colonial style, with four big bedrooms and an annexe and a string of servants quarters. It belonged to Mr Jaffery, who had migrated to Pakistan and was found listed as evacuee property in 1955. The reserve price of the whole property was of the order of Rs 16000/-. As soon as this was pointed out by Shankar Saran, Custodian General of India, Vishwamitra lost no time in depositing the full amount and took possession of the land and buildings. The land and buildings were in a dilapidated condition and had not been in use for the last 8 to 10 years. However, it provided ample scope for providing temporary accommodation for running the classes of Civil Engineering School Allahabad and for gradual building, rebuilding and extensions. 27 Chatham Lines belonging to Raja of Bhinga butting 26 Chatham Lines was also found lying unoccupied and was taken on rent at that time. 29 Chatham Lines belonging to Purshottam Das Tandon ( Bachhaji) lying across the road was also taken on rent for utilization as a hostel for the students. 30 Chatham Lines belonging to Raja of Ayodhya, lying along the banks of river Ganga and on the back side of 26 Chatham Lines was also lying vacant and was taken on rent for the hostel. Although none of the buildings was in a proper shape for immediate use, the procurement of land and buildings was very assuring and provided a tremendous sense of relief. It seemed that we were on our marks and were trying to get set, while the pistol shot was ready for the word go.
Engineering School Lucknow and Hewett Engineering School Lucknow were the only other private engineering schools running overseers certificate courses in U.P. British Government had encountered tremendous shortage of suitably trained technical manpower during the second world war and all types of short term training programmes were conducted during the war period for meeting the emergent needs of technical personnel on the war fronts as also for safety, security and internal defence of the country. After independence, the process of planned development took time to get its roots and the first five year plan was launched in early fifties. There was a lot of unemployment at that time and the people had extremely limited opportunities for fruitful work. That was the time, when the decision was taken to start a civil engineering school at Allahabad. Incidentally, Civil Engineering School Allahabad became the first Civil Engineering School to be started in Uttar Pradesh after independence of the country in 1947.
New Set-ups: All new set-ups involve a lot of improvisation in the earlier stages. As time rolls on, gaps are filled, sharp edges and corners are smoothened and things are brought in tune with the functional needs of the institution. All that needs a lot of maturity and understanding on the part of those who are at the helm and have the strings in their hands. Initially, the teachers find it inconvenient to adjust, but, gradually they are able to improvise and start delivering under all types of constraints. Students enter the portals of the institution with all types of expectations. Beautiful buildings, neat, clean and spacious classrooms, well equipped and well kept laboratories and workshops, comfortable hostels and sprawling grounds for games and sports. No new institution has all the facilities on day one. Teachers and students form the heart and core of the institution. All depends on how they respond and react. The relationship between teachers and the taught is very crucial. It takes time to take roots. The teacher tries to pass on to the students, whatever little he knows and then prepares himself for all those things, which the students need and in the process, he goes down and tries to communicate with the students in their language and at their level of understanding. In the meantime, the students try to adjust gradually, till they are able to develop a faith and begin to accept that, whatever the teacher is doing is in their best interests. And, by and by, the deficiencies, shortcomings and limitations take a back seat and the teachers and the students begin to utilize the available physical facilities and opportunities in the best possible manner and gradually get used to some sort of improvisation for all those things which are not readily available. The teachers and students of first few batches of new institutions are generally very dedicated and hardy and in the process, they build up traditions, which become the hallmarks of the institutions in due course.
Teachers: Teachers form the backbone of the institutions. For decades, Allahabad was a hallowed place of learning. Year after year talented young graduates of most of the disciplines made a bee line to Allahabad for having a shot at the central services examinations. 1955 was no exception. As such the response to advertisement for the recruitment of teachers for Civil Engineering School Allahabad was overwhelming. Bright young graduates of Electrical and Mechanical Engineering were readily available. However, they were mostly interested in preparations for the central engineering services examinations. Civil Engineering Graduates were in short supply at that time and were not available. Post graduates of Mathematics, Physics and Chemistry with bright careers were readily available. Their main interest was preparation for central services examinations. Many retired persons had also applied for the jobs of lecturers and instructors and demonstrators. Naturally, inspite of the large number of applications, our options were extremely limited. We opted for a blend of retired people with relevent field experience and a promising bunch of bright young graduates. Every member of the assembled team seemed to be happy and appeared to be keen to have a go in the classrooms without any further suspense. They formed the first building block of Civil Engineering School, Allahabad.
Students: The response to advertisement for admissions was overwhelming. Initially, the intention of the management was to start with an intake of 60 students for the diploma course in civil engineering and then to expand and diversify gradually. However, from considerations of economical functioning of the institution, which was expected to be self financing and due to tremendous pressure from all quarters for admissions, it was felt that three sections of 60 each, with a total intake of 180 students for diploma course in civil engineering should be adopted. The minimum qualification for admissions was High School with English, Science and Mathematics. However, in view of large number of applications from those who had passed intermediate and higher examinations with science and mathematics, first preference in admissions was provided to them. All admissions were to be made on the basis of merit based on the aggregate of percentage marks in english, mathematics and science. As soon as the call letters were issued and the process of admissions was in motion, there was tremendous pressure on Vishwamitra and other members of the management for trying to accommodate many of those candidates, who were unable to find a place in the merit list. Vishwamitra was a seasoned lawyer. He argued that, if three sections of 60 each is a good number for economical functioning, it should be possible to add three more sections of 60 each to bring the total intake to 360 students. The arithmetic of the argument was extremely simple. However, for an institution, which was still in the process of finding suitable accommodation, was hiring suitable teaching staff and was purchasing equipment for classrooms, laboratories and workshops, it was a very tall and mind boggling proposal. Ultimately, we opted for an intake of 360 students, with three sections of 60 each to be admitted on the basis of pure merit as already notified and another three sections of 60 each to be filled on the basis of recommendations from the members of the management. By the time, the admissions were over, there were some overflows and we ended up with total admissions of 400 students for 6 sections. We looked to the energies, expectations and potential of four hundred students as a big addition to the work force of the institution and accepted them as the second building block of Civil Engineering School Allahabad.
Chatham Lines: Chatham Lines at Allahabad is a peaceful locality near Prayag railway station, bounded on one side by the railway line and on the other side by river Ganga. It had 35 to 40 sprawling bunglows covering 6 to 8 acres of land each. These bunglows were sometimes occupied by the elites of the city. 26 Chatham Lines was one of those spacious bunglows spread over 6 to 8 acres of land, with a large tiled residential building, built in colonial style, with four big bedrooms and an annexe and a string of servants quarters. It belonged to Mr Jaffery, who had migrated to Pakistan and was found listed as evacuee property in 1955. The reserve price of the whole property was of the order of Rs 16000/-. As soon as this was pointed out by Shankar Saran, Custodian General of India, Vishwamitra lost no time in depositing the full amount and took possession of the land and buildings. The land and buildings were in a dilapidated condition and had not been in use for the last 8 to 10 years. However, it provided ample scope for providing temporary accommodation for running the classes of Civil Engineering School Allahabad and for gradual building, rebuilding and extensions. 27 Chatham Lines belonging to Raja of Bhinga butting 26 Chatham Lines was also found lying unoccupied and was taken on rent at that time. 29 Chatham Lines belonging to Purshottam Das Tandon ( Bachhaji) lying across the road was also taken on rent for utilization as a hostel for the students. 30 Chatham Lines belonging to Raja of Ayodhya, lying along the banks of river Ganga and on the back side of 26 Chatham Lines was also lying vacant and was taken on rent for the hostel. Although none of the buildings was in a proper shape for immediate use, the procurement of land and buildings was very assuring and provided a tremendous sense of relief. It seemed that we were on our marks and were trying to get set, while the pistol shot was ready for the word go.