Shri Lajja Ram Tomar
Prof J N Baliya, Parinka Sharma
jnbaliya2015@gmail.com
At a time when India is seeking to balance modern learning with its civilizational roots, the life of Shri Lajja Ram Tomar (1930-2004) stands as a remarkable story of conviction, simplicity, and vision. Known as the architect of Vidya Bharati’s educational framework, Tomar dedicated his life to shaping a model of schooling deeply grounded in Indian culture and moral values. His journey, from a small village in Madhya Pradesh to leading one of India’s largest educational movements, is a testament to the power of dedication and faith in the transformative potential of education.
Early Life and Influences
Born on July 21, 1930, in Baghpura village, Morena district, Madhya Pradesh, Shri Lajja Ram Tomar belonged to a humble peasant family. His parents, Sh. Thakur Dev Kishan Singh and Smt. Savitri Devi nurtured in him a deep sense of discipline, simplicity, and service. From a young age, Tomar displayed a keen intellect and an unyielding curiosity for learning. His rural upbringing imbued him with a strong sense of cultural identity and moral strength, traits that later defined his educational philosophy.
He completed his early schooling in Morena and went on to pursue higher studies at Agra University, where he earned a Bachelor of Education (B.Ed.) and a Master’s in Hindi (M.A.) in 1957. Despite receiving offers for government employment after his graduation, he turned them down, a decision that reflected his deep conviction that his life’s purpose was in the classroom, not the office.
The Teacher Who Became a Reformer
Tomar began his career as a teacher but quickly realised that India’s post-independence education system remained deeply influenced by colonial frameworks. He believed that true national progress could only come through education rooted in Indian values and traditions.
In 1957, he founded the first Saraswati Shishu Mandir in Agra, a small school that became the seed for a nationwide movement. The school’s mission was to integrate learning with life, emphasising character building, patriotism, and cultural awareness. Tomar personally trained teachers, designed lesson plans, and developed activities that linked subjects with moral lessons and real-life applications.
His sincerity and leadership drew the attention of like-minded educators and thinkers associated with the Rashtriya Swayamsevak Sangh (RSS). Recognising his organisational and intellectual potential, he was entrusted with expanding this model across India.
Leadership of Vidya Bharati: Building a National Movement
In 1979, Shri Lajja Ram Tomar was appointed the Akhil Bharatiya Sangathan Mantri (Organisational Secretary) of Vidya Bharati, the educational wing of the RSS. From that moment, his life became inseparable from the cause of Bharatiya Shiksha-Indian education for Indian minds.
Under his visionary leadership, Vidya Bharati grew from a few hundred schools to tens of thousands across the country. These schools were known for their morning Sanskrit prayers, value-based curriculum, and community-oriented activities, which embodied Tomar’s dream of holistic education. He worked tirelessly to develop the Vidya Bharati curriculum, teacher-training modules, and school management systems that blended tradition with modernity.
Tomar was not an administrator alone; he was a mentor and philosopher for thousands of teachers. He often said, “The teacher’s conduct is the living textbook for the student.” His humility, discipline, and unshakable faith in India’s spiritual heritage inspired countless educators.
The Educational Vision: Panchpadi Shikshan Paddhati
One of Tomar’s most significant contributions was his development of the Panchpadi Shikshan Paddhati, or the Five-Step Teaching Method. This model, which includes Adhiti (Preparation), Bodh (Understanding), Abhyas (Practice), Prayog (Application), and Prasar (Expansion), offered a systematic, learner-centred process that emphasised understanding over memorisation.
(Speak the truth. Follow righteousness. Never neglect self-study and practice.)
This reflects the spirit of Abhyas (practice), Prayog (application), and Prasar (sharing) which are central to Tomar’s Panchpadi method. This method made the teaching-learning process more interactive, experiential, and reflective, encouraging both critical thinking and value formation. For Tomar, learning was a journey from curiosity to creativity, culminating in self-expression and social contribution. Tomarji often summarised his philosophy of Panchpadi Vidhi through Sanskrit expressions. One such verse states:
(True education is knowledge and application, insight and discipline within the self.)
Scholarship and Writings
Tomar was also a prolific writer. His works, such as Bhartiya Shiksha ke Mool Tatva, Vidya Bharati Chintan ki Disha, and Pracheen Bhartiya Shiksha Paddhati, serve as foundational texts for those seeking to understand the principles of Indian education. These writings emphasised the importance of mother-tongue instruction, value-based education, and the integration of spiritual and practical knowledge.
He was recognised nationally and internationally for his educational leadership, and his ideas continue to influence the National Education Policy (NEP) 2020, which echoes his call for experiential and holistic learning.
Legacy of a True Guru
Shri Lajja Ram Tomar passed away in 2004, leaving behind not merely institutions but a living philosophy that continues to shape the minds and morals of generations. His legacy thrives through the vast network of Vidya Bharati schools, teacher training colleges, and educational forums inspired by his ideals. Across India, from bustling cities to remote villages, classrooms still resonate with the values he cherished: respect for teachers, love for the motherland, and faith in the harmony of science and spirituality.
For Tomar, education was never an end in itself; it was a means to awaken the inner potential of every child. He envisioned a system where the teacher became a guide, a guru in the truest sense who nurtures not just the intellect but also the conscience of the learner. His followers recall how he would emphasise “man-making education”, the kind that builds courage, empathy, and self-discipline. In every prayer, every lesson, and every community activity organised in Vidya Bharati institutions, one can still sense his invisible presence, a guiding spirit that reminds educators of their sacred duty.
As India redefines its educational priorities in the 21st century, emphasising experiential learning, holistic development, and value-based education under NEP 2020, the journey of Shri Lajja Ram Tomar appears more relevant than ever. His life reminds us that modernisation need not mean westernisation; progress must be anchored in one’s own culture and values. In the spirit of Tomar’s vision, education must continue to aim for the liberation of the self from ignorance, fear, and moral apathy.
His message endures in the motto that guided his life’s work:
(True knowledge is that which liberates.)
Lajja Ram Tomar’s life thus remains not just a chapter in India’s educational history, but a guiding light for its future, a call to rediscover the soul of Bharatiya Shiksha in every child’s heart.
(The authors are Professor, Central University of Jammu & President, VBUSS, J&K and Ladakh Prant; and Ph.D. Research Scholar, Central University of Jammu)
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