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46 regard it as a fundamental educational reform for strengthening both the school and university stages of education and of making the secondary stage terminal through a programme of vocationalization If these basic objectives are not -emphasised and achieved, a mere adoption of some other carithmetic or a different structure will not serve any useful purpose. Another common misconception is that, in adopting a common pattern of school and college classes, we must look elsewhere for precedents and support our argument with illustrations from other countries. This is hardly necessary and in fact would be an incorrect procedure. I have had the opportunity to study the pattern of education in many friendly countries. I have found that there is no uniform pattern of school and college classes in the different countries of the world, and not even in the socialist countries whose educational systems tend to be uniform. Each country has evolved its own pattern in accordance with its own peculiar -circumstances. It is therefore, not desirable to change our pattern of school and college classes on the basis of the patterns prevailing in other countries. The Education Commission rightly emphasised that we must outgrow this imitative attitude and should introduce changes in our pattern slowly “on the basis of our own indigenous thinking after taking into account what is happending outside, but without being dominated by it”.” Yet another misunderstanding, which is often propagated by certain wested interests is that the adoption of the new pattern will adversely affect the interests of school and college teachers. Nothing can be farther from truth The school teachers have everything to gain by the adoption of 2. Report of the Education Commission, Para 205