Compiler of this Dictionary, arrived in Ceylon, as a missionary of the Baptist Missionary Society, on 22nd September, 1853. He set himself at once to acquire a knowledge of the language, in which he made rapid progress, and was able to preach his first sermon in Sinhalese at Biyanwila four months after arrival.

During his missionary career he attained such a command of the language as has been rarely or ever equalled by Europeans. His English-Sinhalese Dictionary, printed at the Government Press, is the best of its kind and is in general use.

He is the author of various works for the acquisition of the language; lesson books, both for English and Sinhalese students; Sinhalese verbs reduced to conjugations; and a grammar book. His aim in all these labours has been service to Ceylon.

Of the present work he wrote from New Zealand, where he died on (less)

Agriculture and biotechnology: an introduction. 2.

Biotechnology in agriculture: the new green revolution. 3.

Biotechnology and India agriculture. 4.

Biotechnology in agriculture, forestry and fisheries. 5.

Production contracts, biotechnology and the control of farming. 6.

Agriculture in India. 7.

Sustainable agriculture focus on issues facing farmers and producers. 8.

Agricultural marketing. 9.

Plants as agents of biological control. 10.

Significance of agricultural biotechnology. Bibliography.

"Agricultural biotechnology is a collection of scientific techniques, including genetic engineering, that are used to create, improve, or modify plants, animals and microorganisms. Agriculture refers to the production of food and goods through farming and forestry.

Agriculture was the key development that led to the rise of civilization, with the husbandry of domesticated animals and plants (i.e.

crops) creating food surpluses that enabled the development of more densely populated and stratified societies. The study of agriculture is known as agricultural science.

Agriculture encompasses a wide variety of specialties (less)

I. A sketch of the Military history of India: 1.

From the earliest invasions to the conquest of Baber. 2.

From Baber to the death of Aurungzebe. 3.

From the death of Aurungzebe to the fall of the Mogul Empire. 4.

From the fall of the Mogul Empire to the end of the first Burmese War. II.

Descriptive catalogue of Indian Arms, with introductory notes on styles of decoration, processes of manufacture, and ethnological characteristics: 1. Decoration applied to Indian Arms, and processes of manufacture: i.

Decoration. ii.

Processes of manufacture. 2.

Catalogue of the arms in the India Museum, with notes on the different races and tribes inhabiting India and the adjacent countries. Groups: 1.

Aboriginal and non-Aryan Tribes of Central India and the Andaman Islands. 2 & 3.

Aboriginal and Dravidian races of Southern India. 4.

Hill tribes of Assam and the North-East frontier. 5.

British and native Burma, and (less)

2. The Parsees in Persia.

3. Manners and customs.

4. Laws and internal government of the Parsees.

5. Commercial pursuits.

6. Education.

7. Religion.

8. Conclusion.

From the preface: "The vast empire known in Europe as the "East Indies" holds a population of one hundred and eighty millions of persons, the bulk of whom are either followers of Mahomed or Professors of Hindooism. Scattered over the continent, but especially in Bombay, another race is, however, to be met with, differing essentially from both Mahomedans and Hindoos.

The members composing this race are known as Parsees, and are the descendants of the ancient Persians who emigrated to India on the conquest of their country by the Arabs. Compared with the number of the other natives of India, the Parsees add so insignificant a quota to the population, that their existence to very many Europeans is not even known, while those who are (less)

2. Slavery.

3. Facilities of irrigation.

4. Fiscal division of the island.

5. Local revenue first improved during Sir George Murray’s administration of the colonies.

6. Judicial division of the island.

7. Ecclesiastical establishment.

8. Introduction of Cinnamou into Europe.

9. Culture of Indigo entirely neglected.

10. Palms of Ceylon.

11. Areka Palm (Areca Catechu).

12. Digression.

13. Singhalese proverbs.

14. Exaggerated stories and Singhalese catalogue of snakes.

15. Indigenous vegetables, valuable in themselves, but their culture altogether neglected.

16. Vegetable productions of Ceylon continued.

17. Extreme opinions as regards the fruits of the island.

18. Indigenous fruits continued.

19. Western province.

20. Fishing boats.

21. Fresh-water fishes.

22. Negombo an admirable site for grazing farms, for supplying Colombo, and shipping, with butcher’s meat and stock.

23. Putlam.

24. Northern province.

25. The Kallaar River.

26. Route to Bangalle.

27. Climate favorable to the growth of silk (less)

I. Introduction: 1.

The ancient period. 2.

The medieval period. 3.

The modern period. From a Medieval to a Modern Form of Government: II.

The British Occupation of Ceylon: 1. The conquest of the maritime provinces.

2. The first war against Kandy.

3. The fall of Kandy.

4. The Kandyan rebellion.

4. Fortresses and roads.

III. Administrative Development (1796-1832): 1.

The Government of the East India Company and dual control. 2.

The chiefs and the civil service. 3.

The judiciary. IV.

Social and Economic Changes (1796-1832): 1. Humanitarian activities and the grant of religious toleration.

2. Education.

3. Buddhism and Hinduism.

4. Rajakariya.

5. Agriculture and trade.

V. The Colebrooke Commission and the Reforms of 1832-33: 1.

The commission. 2.

The abolition of Rajakariya and of Monopolies. 3.

Administrative and judicial reforms. 4.

Reductions in expenditure. From an Agrarian to a Commercial Economy: VI.

The Rise of the Plantations (less)

Foreword. 1.

Introduction. 2.

Design of the study. 3.

The educational philosophy of the Mahabharata. 4.

Educational implications of the study: a past for present. 5.

Summary, conclusion and suggestions. Glossary.

Bibliography. Index.

"Education is life and life is education. It is to create in person a sound mind in a sound body, thus developing the spiritual individuality and leading to self realization.

This is found in the best possible manner in the Mahabharata, which is both a socio-political philosophy and educational maturity. The Mahabharata at the end extols that humanity is the highest manifestation of the divinity.

The epic provides a good back ground for a systematic enquiry about the ultimate realities in the universe. It also provides the underlying ideas and principles, which it embodies.

It gives enough scopes to study the educational philosophy, which carries the concept of man and the values, which are worthy of pursuit. The book (less)

Fundamental elements of educational philosophy. 2.

Theories of educational philosophy. 3.

Secular values of education. 4.

Naturalistic school of educational philosophy. 5.

Idealistic school of educational philosophy. 6.

Realistic school of educational philosophy. 7.

Pragmatic school of educational philosophy. 8.

Humanistic school of educational philosophy. 9.

Marxist philosophy of education. 10.

Gandhian philosophy of education. 11.

Thoughts in educational philosophy. 12.

Role of information in education. Bibliography.

Index. "Philosophy of education is the philosophical study of the purpose, process, nature and ideals of education.

It can be considered a branch of both philosophy and education. This textbook on educational philosophy explains all of the essential concepts used in contemporary and modern philosophy of education in a clear and lively manner by keeping in view the syllabi of several universities and colleges.

The book provides the most comprehensive and systematic arrangement of chapters offering a balanced treatment of the fundamental concepts and philosophical (less)

The book entitled 'A Researcher and His Researches' will precisely assist an educational researcher to select new and original idea and to make correct decision by using self constructed tools and self derived techniques. Thus, it is a practical handbook for pupil-researchers in every respect.

Modules, illustrations and examples, it contains, help to select new tune, original techniques and sophisticated statistics. Theory is kept to a minimum, and the emphasis is on 'how a pupil-researcher can conduct educational researches with inventiveness and creativity.

This book (less)

Education for tribal development : introduction, problems and methodology. 2.

Constitutional provisions, policy and programmes for tribal development. 3.

Administration for educational development of tribes in Darjeeling. 4.

Concluding remarks and suggestions. Annexure.

Bibliography. "The present monograph deals with the problems and prospects of the Lakshadweep Islands, a group of island situated on the Arabian sea and is abut 220 to 440 k.

m. away from the Malabar Coast.

It is really a companion volume of a similar study which was carried out for the Andaman Group of islands by the members of the center. The Islands are formed by the accumulation of coral sand.

The economy of the island has been discussed along with its demographic problems in this books in details. The major problem of scarcity of resources in the island themselves along with the presence of great possibilities in developing extensive sea fishing, on a large scale has been discussed (less)

The study: 1. Introduction.

2. Review of literature.

3. Plan and procedures for the study.

4. 'Role analysis' of college principals.

5. Communication needs assessment-survey analysis.

6. Development, implementation and evaluation of the module.

7. Findings, conclusion and recommendations.

II. The module: 1.

Conceptual understanding of 'communication'. 2.

Understanding organizational communication. 3.

Oral communication. 4.

Written communication. 5.

Use of technology in communication. Epilogue.

Annexures. Bibliography.

"The study described in this book addresses the critical needs of educational administrators to sharpen their skills on how to manage change, resources, financial matters, technology, people, relationships, conflict resolution and the overall communication to and from the organisation they work for. Focusing on identified training needs, the self-instructional material in the book will be of great interest and use to researchers, educationists and to any person appointed to fulfill the role of administrator or principal in a college, university or any other academic organisation.

" (jacket) (less)

Guidance and counselling. 2.

School curriculum and guidance. 3.

Guidance in schools. 4.

Guidance in primary and higher education. 5.

Training for guidance. 6.

Education and vocational guidance. 7.

Mental hygiene and guidance. 8.

Guidance services. 9.

Guidance team. 10.

Toward guidance movement. 11.

Guidance and evaluation: evolution and development. 12.

Introduction to counselling. 13.

Fundamentals of counselling. Appendix.

Bibliography. Index.

"Guidance is counselling or advice on educational, vocational or psychological matters. Guidance as an organised activity is nascent in India, though it was in vogue in developed western countries since very long.

Only recently its need is being felt as such trained professionals are engaged for guidance and counselling at various levels. Guidance is also necessary for career planning.

As such in the modern age of advanced technology career planning is much emphasised. As such a careful and calculated guidance is the need of hour.

The present book gives a vivid (less)

Acknowledgement. I.

Introduction: 1. At-risk population-an introduction/Smita Sinha and Abha Gupta.

2. Defining population-at risk/Nibedita Pani.

II. Linguistically at-risk population: 3.

The aboriginal tribes: some sociolinguistic issues/Smita Sinha. 4.

The challenges of pedagogy: reclaiming one's voice to construct a just world/Dzintra Ilishko. 5.

Educational and cultural issues among native Americans: the experience of the Pottawattamie tribe/Abha Gupta. III.

Culturally at-risk population: 6. Educational crisis: Korean-American students' educational problems and solutions/Guang-Lea Lee.

7. The disadvantage of American-born (ABC) and non-American born (non-ABC) Chinese students in community-based Chinese language schools/Sarah C.

Tsai. 8.

Prejudice in language and education: a study on the Spanish gypsies of Granada/Smita Sinha. IV.

Educationally-at-risk population: 9. Education for all: the Ruchika experiment/Inderjit Khurana and Vimaljit Dua.

10. Educational scenario of street children of Bhubaneswar: a micro-level study/Ajanta Nayak.

11. The development of vocational and technical education in Nigeria/Hassan B.

Ndahi and Yuwanna J. Mivanyi.

12. Educationally oppressed: a study (less)

Medium of instruction. 2.

Religious education. 3.

Adult and women education. 4.

Gandhi on various aspects of education. 5.

Meaning of Gandhian education. 6.

Gandhi on education at various stages. 7.

Gandhi on objectives of education. 8.

The Gandhian experiments. 9.

Gandhian philosophy for teachers and students. 10.

Nayee Taleem--a method of teaching. 11.

Legacy of Gandhian education. Bibliography.

Index. "Given Gandhi's Values and his vision of what constituted a truly civilized and free India, it was not surprising that he developed firm views on education.

Education not only moulds the new generation, but reflects a society's fundamental assumptions about itself and the individuals which compose it. This book presents Gandhian educational thought and its pros and cons.

Certainly, this book will help the readers to systematize their ideas about Gandhi's educational thought and provide them the glimpses of the original ideas and thinking about various aspects of education, which are definitely (less)

Ethical principles underlying Greek education. 2.

The economic theory underlying Greek education. 3.

Secondary education in ancient Greece. 4.

Education in the politics of Aristotle. 5.

Early Roman education. 6.

Ausonius. 7.

Martianus Capella. 8.

Imperial edicts (with regard to professor, grammarians, doctors and students). 9.

The great transition. 10.

Intellectual development of the age of Charlemagne. 11.

Educational policies in medieval England. 12.

The rise of universities. 13.

The vision on Dante. 14.

The Italian renaissance. 15.

The educational views of Martin Luther. 16.

The Jesuits and their schools. 17.

The didactive methods of comenius. 18.

The 'Emile' of Rousseau. 19.

Revolutionary theories of higher education. 20.

Pestalozzi and sense-perception. 21.

What knowledge is of most worth?. Bibliography.

Index. "Human civilisation is very old and most of the civili-sations had developed their own systems of education.

In the early civilisations education was meant only for the Princes. This process of education (less)

Leadership in education: losing sight of our interests. 2.

The life world at the center: values and action in educational leadership. 3.

Leadership theory. 4.

Structure in organisations. 5.

Inventive management and leadership. 6.

Management of knowledge. 7.

The arts of leadership. 8.

An international analysis of head teacher/principal training. 9.

Effective training for subject leaders. 10.

Conflict and change: daily challenges for school leaders. 11.

Management development and a Mismatch of objectives: the culture change process in the NHS. 12.

Effective leaders and effective schools. 13.

Fostering teacher leadership. 14.

Critical studies on men, masculinities and management. 15.

Cross-cultural perspectives on school leadership: themes from native American interviews. 16.

Managing ambiguity in further education. 17.

Between hierarchical control and collegiality: the academic middle manager in higher education. 18.

The emotional side of leadership. 19.

Leadership challenges and ethical Dilemmas in front-line organisations. Index.

"Educational leadership functions at the national, state, district (less)