Education System In India During British Rule:

𝗛𝗶𝘀𝘁𝗼𝗿𝘆 𝗼𝗳 𝗜𝗻𝗱𝗶𝗮𝗻 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗱𝘂𝗿𝗶𝗻𝗴 𝗕𝗿𝗶𝘁𝗶𝘀𝗵 𝗣𝗲𝗿𝗶𝗼𝗱

There was a breakthrough in the education system in India during British rule. The Modern Universities and Modern Education system in India were established during British rule.

• For the first sixty years of their rule in India, the British paid no attention towards the promotion of education.

• Later the British aimed not only for territorial conquest and revenue control, but also began to concentrate on the cultural mission to civilize the natives.

• In the earlier days, education was received by attending gurukulams and it was open to all. With the changes in the social structure, it was imparted on the basis of Varna and their job nature.

• All these were changed with the introduction of the modern system of education during British rule.

Charter Act Of 1813

• The Charter act of 1813 gave a humble beginning to the development of education in India

• Under this act, the company was directed to sanction an annual expenditure of one lakh rupees for the revival and promotion of literature and for the introduction and promotion of sciences among the masses.

• This sanctioned amount was not available till 1823. Meanwhile the educated Indians of Bengal established the Calcutta college in 1817 and also three sanskrit colleges were established by the government at Calcutta, Delhi and Agra.

Orientalist – Anglicist Controversy

• The General Committee of Public Instruction 1823 was established by Lord Macaulay, to look after the development of education in India.

• The committee consisted of ten members, who were divided into two groups – the Orientalist and the Anglicist.

• Orientalists led by H.T.P.Prinsep advocated that while the western education should be taught to take up jobs, importance should be given to traditional Indian learning.

• Anglicist advocated that the government should spend on the development of modern studies. The Anglicist were further divided into two groups as there was a controversy over the medium of Language.

• Finally this dispute was settled by the then Governor General Lord Macaulay, who came up with the “Minute on Educational policy”.

 

Macaulay’s Minute On Education (1835)

• One of the most influential critics who opposed the views of orientalists was Thomas Babington Macaulay.

• In order to settle the controversy of Orientalist and Anglicist, he wrote his famous “Minute on Education” in 1835. He favoured the views of Anglicist on the education system.

• In response to Macaulay’s Minute, the government introduced English as the medium of instruction in schools and colleges.

• Thus the British tried to educate a small section of upper and middle class and thereby create a class of persons who were Indians by blood and colour, but English in tastes, in opinions, in morals and in intellect. This was known as the downward filtration theory.

• The Lieutenant Governor of North West Provinces, James Thomson made efforts to develop the village education through the vernacular medium.

• In order to train people for the revenue and public works department, subjects such as mensuration, agriculture were included in the curriculum.

Downward Filtration Theory, also known as "Downward Filtration Policy" or "Filtration Theory", was a British colonial education policy in India. The theory proposed that education should begin with the elite classes and gradually "filter down" to the masses.

Elite education: A policy that focused on providing education to elite classes, including the nobility, landlords, and upper castes.

Trickle-down effect: The theory assumed that education would gradually trickle down from the elite classes to the masses, as the educated elite would eventually share their knowledge with the lower classes.

Limited access: This policy limited access to education for the general public, as it was believed that educating the elite would ultimately benefit the entire society.

Wood’s Despatch Of 1854

• In 1854, Charles Wood, the President of the Board of Control of the East India Company, issued a comprehensive despatch on the educational system for India. This came to be known as the Wood’s Despatch.

• This was considered as the Magna Carta of English Education in India. It marked the triumph of those who oppose oriental learning.

• Recommendations of Wood’s Despatch were,

1. Recommended English as the medium of instruction in higher education

2. Proposed setting up of vernacular primary schools, Anglo-Vernacular high schools and affiliated colleges at district level

3. Proposed setting up of universities at Calcutta, Bombay and Madras on the model of London university.

4. Emphasised on the vocational instructions and establishment of technical schools and colleges.

5. Recommended the establishment of teacher training institutions based on the model that exists in England.

6. It recommended the system of grants-in-aid, in order to foster private enterprise in the education sector.

7. It extended support for the education of women.

Education System In India Under Crown Rule

Hunter Educational Commission (1882-1883)

• The British Government appointed a commission under the chairmanship of W.W.Hunter in 1882, in order to review the progress of education in India, since the Wood’s Dispatch of 1854.

• The remarks made by the commission were mostly confined to primary and secondary education.

The important recommendations made by the Hunter Commission

1. It emphasised that special care of the state is necessary for the extension and improvement of primary education.

2. It recommended that the medium of instruction for primary education should be vernacular.

3. The commission also recommended that the control of primary education be transferred to the newly established District and Municipal boards.

4. It recommended the division of secondary education into two

• Literary education – for the university entrance examination

• Practical education – for commercial and vocational careers

1. Recommended steps to encourage the private players in the education sector. For example, liberalization of the grants in aid systems, recognition of aided schools as equivalent to the government schools.

2. It also drew attention to inadequacies in female education and made recommendations on that front. 

Indian Universities Act (1904)

• In 1901, a round table conference was held at Shimla in which the highest educational officers and representatives of universities participated.

• Following this conference, a commission was established under the presidency of Sir Thomas Raleigh in 1902, to inquire into the condition and prospects of the universities in India and recommend measures for its improvement.

• Based on the recommendations passed by Raleigh Commission, the Indian Universities Act of 1904 was passed

• Main Provisions of the Indian Universities Act of 1904 are as follows:

1. The Universities were asked to make provisions in order to promote study and research, to appoint professors and lecturers.

2. Most of the Fellows of the university were to be nominated by the government and their tenure was reduced to six years .

3. The number of Fellows at the university should neither be less than 50 nor more than 100 .

4. The Government was given the power

1. To veto the regulations passed by the Senate of the university

2. To make amendments to the resolution

3. To frame and pass its own resolution

5. A grant of 5 lakh rupees for five years was sanctioned for the improvement of higher education and universities.

6. The affiliation of colleges to universities and defining the territorial limits of these universities was to be done by the Governor-General in council.

 

Saddler University Commission (1917-1919)

• The Government of India appointed a committee under the chairmanship of M.E.Sadler to report on the problems of Calcutta University.

• However the Sadler commission reviewed the education system completely from school to college.

• Important recommendations of the Saddler commission are as follows:

1. A twelve year school course is a must.

2. After the intermediate examination, students can enter university instead of matric.

3. Establishment of a separate board for the secondary and intermediate education in order to administer and regulate the secondary and intermediate education.

4. The duration of intermediate education was limited to three years

5. It recommended less rigidity in framing regulations of universities.

6. It emphasised on woman education, teacher training, courses in applied science and technology

Hartog Committee (1929)

• With the increase in the quantity of educational institutions, there was a deterioration in the quality of the education

• Thus Hartog committee was established in 1929 to make recommendations for the development of the education in India

• The recommendations of the Hartog committee were:

o Primary education should be given importance. It was against the hasty expansion and compulsory education system.

o The commission criticised the indiscriminate admission of universities which led to the lowering of its standards.

o Recommended establishment of selective system for admission

o Retention of average students and divert them into the courses leading to commercial and industrial careers

The Abbot-Wood Report,(1937)

This is also known as the "Report of the Commission on Education and Finance," was a significant report published in 1937. 

Recommendations:

Free and Compulsory Education :The report recommended that education should be free and compulsory for all children between the ages of 6 and 14.

Expansion of Education: The Abbot-Wood Report recommended the expansion of education facilities, including primary, secondary, and higher education institutions.

Vocational Education: The report emphasized the importance of vocational education and recommended the introduction of vocational training programs.

Teacher Training: The Abbot-Wood Report recommended the establishment of teacher training institutions to improve the quality of teaching.

Education Finance: The report recommended that education should be financed through a combination of government grants, local taxes, and private donations.

Eucation for All: The Abbot-Wood Report emphasized the importance of education for all, regardless of social class, caste, or creed.

Quality Education: The report stressed the need for quality education, focusing on the development of intellectual, moral, and physical abilities.

Vocational Training: The Abbot-Wood Report highlighted the importance of vocational training, recommending that education should be more focused on developing practical skills.p

Expansion of Education: The Abbot-Wood Report's recommendations led to the expansion of education facilities, including primary, secondary, and higher education institutionsReport (1944)

The Sargent Report, officially known as the "Report of the Committee on Post-War Educational Development in India," was a significant report published in 1944. 

Recommendations:

Free and Compulsory Education: The report recommended that education should be free and compulsory for all children between the ages of 6 and 14.

Expansion of Education: The Sargent Report recommended the expansion of education facilities, including primary, secondary, and higher education institutions.

Vocational Education: The report emphasized the importance of vocational education and recommended the introduction of vocational training programs.

Teacher Training: The Sargent Report recommended the establishment of teacher training institutions to improve the quality of teaching.

Education Finance: The report recommended that education should be financed through a combination of government grants, local taxes, and private donations.

Education for All: The Sargent Report emphasized the importance of education for all, regardless of social class, caste, or creed.

Quality Education: The report stressed the need for quality education, focusing on the development of intellectual, moral, and physical abilities.

Vocational Training: The Sargent Report highlighted the importance of vocational training, recommending that education should be more focused on developing practical skills.

The Sargent Report played a significant role in shaping India's education system, emphasizing the importance of free and compulsory education, vocational training, and teacher training.

British established few educational institutions. They are, 

Lord Warren Hastings established Calcutta Madrasa in 1781 for the study of Muslim Law and related subjects.

Jonathan Duncan established Sanskrit college in 1791 for the study of Hindu Law and philosophy.

In 1800, Fort William College was set up by Wellesley for the purpose of training the civil servants of the company.

Christian missionaries in particular the Serampore missionaries were spreading the modern education system very enthusiastically

Q.1 What were the main provisions of Wood’s Despatch?

Ans.1 The main provision of Wood’s Despatch were English as the medium of instruction in higher education, setting up of vernacular primary schools, followed by Anglo-Vernacular high schools and affiliated colleges at district level, setting up of universities at Calcutta, Bombay and Madras on the model of London university, support for women education, establishment of teacher training institutes.

Q.2 Who wrote the minutes on education?

Ans.2 The Minutes on education was written by the then Governor General, Thomas Banbington Macaulay in 1835.

Q.3 What was Saddler Commission?

Ans.3 Saddler Commission was a committee appointed by the Government of India, under the chairmanship of M.E.Sadler to report on the problems of Calcutta University. The Commission did a complete study on education from primary level to university level.

Q.4 What was the main focus of the Hunter Commission?

Ans.4 The main aim of the Hunter Commission was to review the progress of education in India, since the Wood’s Dispatch of 1854. They mainly focused on primary and secondary education.

Q. 5 Why Wood's despatch called magna carta of indian education?

 Wood's Despatch, also known as the "Minute on Indian Education" (1854), is considered the "Magna Carta of Indian Education" because it laid the foundation for modern education in India. 

• Establishment of a Department of Public Instruction: Wood's Despatch recommended the creation of a department to oversee education in India.

• Introduction of Western Education: The despatch introduced Western education in India, emphasizing the importance of English language instruction.

• Expansion of Education: Wood's Despatch aimed to expand education to the masses, promoting literacy and education for all.

• Teacher Training: The despatch emphasized the need for teacher training and education.

• Modernization of Education: Wood's Despatch modernized Indian education, introducing new teaching methods and curricula.

• Expansion of Educational Institutions: The despatch led to the establishment of new educational institutions, including universities, colleges, and schools.

• Promotion of English Language: Wood's Despatch promoted the English language as a medium of instruction, which had a lasting impact on Indian education.

• Development of Education Policy: The despatch influenced the development of education policy in India, shaping the country's education system for centuries to come.

Why "Magna Carta"?

Foundational Document: Wood's Despatch is considered a foundational document in Indian education, laying the groundwork for modern education in the country.

Influence on Education Policy: The despatch has had a lasting impact on education policy in India, shaping the country's education system for centuries.

• Modernization of Education: Wood's Despatch modernized Indian education, introducing new teaching methods and curricula that have had a lasting impact on the country's education system. 

In summary, Wood's Despatch is considered the "Magna Carta of Indian Education" because it laid the foundation for modern education in India, introduced Western education, expanded education to the masses, and promoted teacher training and education. Its impact on Indian education has been profound and lasting.