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Dr. Rajendra Prasad Central Agricultural University, Pusa

In the imperial Gazetteer of India 1878, Pusa was recorded as a government estate of about 1350 acres in Darbhanba. It was acquired by East India Company for running a stud farm to supply better breed of horses mainly for the army. Frequent incidence of glanders disease (swelling of glands), mostly affecting the valuable imported bloodstock made the civil veterinary department to shift the entire stock out of Pusa. A British tobacco concern Beg Sutherland & co. got the estate on lease but it also left in 1897 abandoning the government estate of Pusa. Lord Mayo, The Viceroy and Governor General, had been repeatedly trying to get through his proposal for setting up a directorate general of Agriculture that would take care of the soil and its productivity, formulate newer techniques of cultivation, improve the quality of seeds and livestock and also arrange for imparting agricultural education. The government of India had invited a British expert. Dr. J. A. Voelcker who had submitted as report on the development of Indian agriculture. As a follow-up action, three experts in different fields were appointed for the first time during 1885 to 1895 namely, agricultural chemist (Dr. J. W. Leafer), cryptogamic botanist (Dr. R. A. Butler) and entomologist (Dr. H. Maxwell Lefroy) with headquarters at Dehradun (U.P.) in the forest Research Institute complex. Surprisingly, until now Pusa, which was destined to become the centre of agricultural revolution in the country, was lying as before an abandoned government estate. In 1898. Lord Curzon took over as the viceroy. A widely traveled person and an administrator, he salvaged out the earlier proposal and got London’s approval for the appointment of the inspector General of Agriculture to which the first incumbent Mr. J. Mollison (Dy. Director of Agriculture, Bombay) joined in 1901 with headquarters at Nagpur The then government of Bengal had mooted in 1902 a proposal to the centre for setting up a model cattle farm for improving the dilapidated condition of the livestock at Pusa estate where plenty of land, water and feed would be available, and with Mr. Mollison’s support this was accepted in principle. Around Pusa, there were many British planters and also an indigo research centre Dalsing Sarai (near Pusa). Mr. Mollison’s visits to this mini British kingdom and his strong recommendations. In favour of Pusa as the most ideal place for the Bengal government project obviously caught the attention for the viceroy.

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Subject: Family Resource Management × Author: Kumari, Asmita × End date: 2019 × Start date: 2010 × Thesis Type: M.Sc ×
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    ThesisItemOpen Access
    Study on Saving and Investment Behaviour of High school and College Teachers in Samastipur District of Bihar
    (Dr. Rajendra Prasad Central Agricultural University, Pusa (Samastipur), 2017) Kumari, Asmita; Bala, Shivani
    The study was undertaken in Samastipur district of Bihar selected purposively, as this type of study on teachers were not undertaken in this area. A sample of 80 teachers (high school and college) were selected randomly, to study the socio-economic profile of the teachers, saving and investment behaviour, saving and investment avenues, factors affecting saving and investment behaviour and constraints faced by the respondents. The independent variables included personal, demographic and socio-economic factors, whereas saving and investment behaviour and preference regarding saving and investment institutions were taken as dependent variables. Data were collected with the help of a structured interview schedule. Appropriate statistical tests applied were percentages, frequencies regression coefficient, paired t-test and weighted mean score. Background profile of the respondents showed that majority of high school respondents were of middle age group (67.5%) followed by college respondents (47.5%) were age group i.e. between above 51 years, high school (teachers) were post-graduate (60%) followed by college (teachers) Ph.D (60%) and high school teachers, having joint families whereas college teachers, nuclear families with medium family size, getting family income of high school respondents Rs. up to Rs.1,00000 per month whereas college respondents were Rs.1,00001-3,00000 per month followed by personal income of high school respondents up to 50,000 per month whereas college respondents were Rs.50,001-1,00000 per month belonged to general caste. Most of the high school and college respondents were used broker as the main sources of information followed by often and sometimes. Majority of teachers were saving their money in banks. Regarding percentage of saving, the high school teachers were fall in 10% of category followed by college teachers, percentage was highest that is 11-20% categories and majority of the teachers were saved as a part of their money every month. Regarding mode of expenditure, most of the teachers were always used as cash. As per the regular flow of expenditure were education and household expenditure of teachers whereas regarding spending pattern of the respondents was highest on regular monthly expenses. As per record keeping habit of the respondents of income and expenditure were kept their sometimes and mostly of the respondents were not in this habit i.e. never. Most of the teachers (high school and college) were used bank as most preferred avenues due to causes related safety and also they invest in government sector due to moderate risk. Regarding difference between male and female teachers, saving mode, female teachers saved in banks of their big part of saving in bank whereas male teachers they kept their income generally in hand as compared to female teachers. As per the finding shows that purpose of saving of high school respondents was children education and college teachers was saving for their emergencies. As per the objective of investment was their children’s education, the percentage of investment was 10-20% and period of investment was annually by all the respondents, short term goal of investment was returns and long term goal of investment was children’s future. Respondents were preferred to save in commercial banks followed by highly preferred to save in recurring deposits and highly influenced by income as saving followed by influenced investment decision i.e. safety. Saving behaviour of high school teachers was found to be highly significant and positively related with the variables personal income. In case of saving behaviour of college teachers was found to be positive and highly significant with variables viz., education, family income (at 1% probability level) and other variables viz., age, family type, mode of expenditure and avenues available ( at 5% probability level). The variables viz. age was found to be highly significant (at 1% probability level) and positively co-related and family income was also found to be positive and significant (at 5% probability level) with investment behaviour of high school teachers. Independent variables viz. personal income was found to be highly significant (at 1% probability level) and positively co-related and family type was also found to be significant (at 5% probability level) with investment behaviour of college teachers. The variable viz. mode of expenditure was found to be significant (at 5% probability level) with preference of saving and investment institutions. Independent variable viz. education was found to be significant with the preference of saving and investment institutions. Paired-t-test (saving and investment behaviour) were applied to examine the significance of differences between High school and College teachers and it was found that the t-value (4.350**) and (9.793**) which were significant at 1% of probability level. Heavy time demand was the major social and personal constraints, faced by a majority of high school and college respondents followed by higher expenditure on children education. Constraints of children marriage, maintenance of the family members and house was seen under economic constraints, faced by majority of the respondents. Related to children constraints, maintaining proper disciplined followed by taking children for outing were faced. Many of the respondents faced feeling of anxiety and emotional stress for safety and their children future. They also faced constraints in insufficient money for health care and poor health of self of both the respondents.