Very Rev. Fr. Joseph Carreno SDB, a far-sighted missionary from Spain founded Sacred Heart College in the year 1951. It started functioning with 10 teachers and 81 students and in a short period of seven decades, it has grown into a postgraduate and research institution. With the view to cater to the needs of the deserving local students, the college also offers undergraduate courses and postgraduate courses in the Shft-II on self-financing basis. Recognizing its academic contributions, the University of Madras conferred the autonomous status on the postgraduate courses of MSW (Social Work) and M.Sc. (Mathematics) from the academic year 1987-88. Subsequently, in the year 1988-89, autonomous status was conferred on the postgraduate course of M.A. (Economics) and on all the undergraduate courses. Meanwhile the Shft-II affiliated to Thiruvalluvar University, Vellore, was functioning in the non-autonomous mode. The College received the approval from AICTE (All India Council for Technical Education) to commence MCA programme on self-financing basis from the academic year 1998-99.In the same year, the College was accredited for the first time by NAAC with Four Stars.
In 2000, the College initiated evening study centres for the poor students in different villages around Tirupattur. The economically poor students were chosen to teach in these study centres and they were given work-scholarships. The golden jubilee of the College was celebrated in 2001 and a memorial building was opened to accommodate additional departments which were started. In 2003, the Madras University was bifurcated and Sacred Heart College came under the Thiruvalluvar University. In the same year, Amalgam hostel was started to accommodate the post graduate girl students in the campus.
In 2006, NAAC reaccredited the College with ‘A’ Grade. ‘Guezou Hostel’ for men was inaugurated to accommodate the increasing number of men students. In 2007 Autonomous Status was conferred on to the entire College and the College opened itself to admit girl students in UG programmes. In the very next year we introduced Choice Based Credit System (CBCS) was introduced. Besides many Undergraduate and postgraduate programmes from the Thiruvalluvar University, the AICTE approved MBA programme. In 2012, the College focused itself on research and a research centre was created and it was named as Abdul Kalam Research Centre (APRC). In 2013, the College was once again accredited by NAAC (3rd Cycle) with ‘A’ Grade. From the year 2015, digitalization of administration began and it is very successful mainly due to the in-house development of softwares. The year 2016 saw a new entrance and a well furnished new building (Bicentenary Building) to accommodate more number of departments. In the same year restructuring of all the courses were done after a long process of consultation and academic audit of all departments. In 2017, the Ministry of Human Resource Development, Government of India has ranked our College as 95th College in India. Over these years the College included additional degree courses and diploma courses to provide quality education to more young people. As we see the College undertook a forward march and never turned back. We continue to march together with our staff and students towards excellence.
We, the community of Sacred Heart College, inspired by the love of the Heart of Jesus and fundamental human values, following the educative system of Don Bosco, are committed to the creation of an educated, ethical, and prosperous society where equality, freedom and fraternity reign by imparting higher education to poor and rural youth which enables them towards integral human development.
Healthy standards in extracurricular practices
Social rrelevant research
Courses leading to employment and entrepreneurship, and
Continuous progress of the institution
Serving preferentially the underprivileged and rural youth
Educating them to social consciousness of rights and responsibilities,
Rooting out social evils, building communities,
Promoting total literacy, education and development of the neighbourhood.
Integrating ethical, cultural and political values
Developing a sense of the Divine present in nature and in the human person
This is done by means of group activities and personal guidance, in a family atmosphere
In this way, we are READY FOR EVERY GOOD WORK (ad omne opus bonum instructi) in collaboration with the government and people of good will, to create a society more worthy of human beings.
The pedagogy of Don Bosco may be re-named for our times as the ‘pedagogy of expression’ because it is a system of education that is designed to enable a student to grow fully and freely into the kind of person he or she is ‘meant’ to be. Don Bosco himself called his educative method ‘the preventive system’ – a name he chose to contrast it with the ‘repressive system’ in vogue during his time. The latter was a type of education that used fear of punishment as the basis for control. In contrast, Don Bosco’s preventive method would seek to ‘prevent’ the very need for punishment by placing the child in an environment in which he/she is encouraged to choose the ‘good’ rather than the ‘bad’. In positive terms, this environment would create a healthy, congenial and friendly atmosphere in order to elicit the best that a student can offer – his/her complete self-expression. The roots or the invisible principles of Don Bosco’s ‘system of expression’ are ‘Rapport’, ‘Religion’ and ‘Reason’, while the trunk or visible body of this educational method is ‘Presence’. These are the four principles of his educational system. This ‘presence’ of the teacher in the life of the student is the epitome of Don Bosco’s educative system. For rapport, religion and reason to be truly lived out with one’s students, teachers have to be present in a way that is qualitative. This calls for a type of presence that has the following characteristics:
A Motivating Presence
One that infuses enthusiasm, encouragement and optimism. The presence of the educator infuses in the child a thirst for knowledge through the tactful use of queries, experiments, and exposure to new and educative environments.
A Personal Presence
The presence of the teacher is such that each child feels known, loved and accepted. This is all the more essential when relating to children having different levels of intelligence who are weak, differentlyabled and underprivileged.
An Incarnational Presence
As explained under the section on ‘rapport’, loving what your students love or ‘getting under their skin’ has an important purpose: seeing the world through their eyes will make them want to experience the world and the values you live by.
A Creative Presence
That is open to the joy of discovery. Life is too rich, too precious, too varied to be experienced between the fine print of cold textbooks or within the walls of classrooms. Being open to discovery means being ready to try new ways, new solutions, and new ideas. Risk is a necessary ingredient of all creative learning.
A Preventive and Corrective Presence
Students are prone to forget rules. Being there with them would help prevent exposure to harm. Furthermore, timely reminders do help. But these reminders must be respectful of the offender. A presence that instil’s fear and punishment does more harm than good. In his letter to his Salesians, Don Bosco advised: “My sons, how often in my long career has this great truth come home to me! It is so much easier to get angry than to be patient, to threaten children rather than persuade them. I would even say that usually it is so much more convenient for our own impatience and pride to punish them than to correct them patiently with firmness and gentleness.” (Letters of John Bosco, 201)