ModH_8

Education Under Company Rule
(Before 1857)

Network of education centers like
PTMM= Pathshalas, Tols, Madrasas,and Maktabs in India where the young kids learned from the religious texts, and other ancient literature.
There was no awareness of the scientific advances happening across the world.
Initially, the English remained aloof in the traditional practices of India and they didn’t interfere in the education too.
The status quo was maintained and English education was limited to European citizens and some Anglo Indians.

• In 1771– Charles Grant who is referred to as ‘father of modern education in India’ made recommendations for the introduction of English education in India.
He recommended English to be made the official language of the company for the local affairs but his intentions and methods were not accepted by the British Parliament.
He was a part of the Evangelical Sect and wanted Christian missionaries to convert the religion of the locals and teach them English.
But the British had already faced enough revolts in the past in other colonies for tinkering with the religion and language of local people.
The then Governor General of Bengal, Warren Hastings was a believer in Oriental learning.
He didn’t let the proposals of Charles Grant pass through.
Slowly the interest of the Colonial government in education started.

1781–Madarsa College by Warren Hasting
1784–Asiatic Society by James MIll
1791– Bengal Sanskrit College by Jonathan Duncan
1801-02– Fort William College =1st one to be set up by the EIC for western education.
1813– Charter Act of 1813- Allocation of 1 lakh rupees per year
1817– Hindu College which was renamed
1857– Presidency College

Oriental-Anglicist Controversy.

Thomas Babington Macaulay who was a law member in the council of
William Bentinck proposed for English Education in India for Indians.

1835-Macaulay in his famous minute, ridiculed Oriental learning
called for the English Education Act.
the Orientalists accepted that Western education was necessary
But they wanted the emphasis on traditional Indian learning too.
Macaulay was supported by Raja Ram Mohan Roy.
English = declared the official language of the Govt + medium of instruction in its schools and Colleges.

Downward Infiltration Theory

The English would educate only a few upper class and middle-class men.
This newly educated class was expected to ssume the task of educating masses and spreading modern ideas.
1884– Lord Henry Hardinge declared a new policy according to which only Indians who knew English were to be preferred for the jobs.

1843- 53- James Thompson= lieutenant-governor of NW Provinces

a comprehensive scheme of village education in vernacular medium.
useful subjects such as agriculture sciences, etc.
for the newly set up Revenue and Public Works Department.

1854- Wood’s Dispatch=

Sir Charles Wood= President of Board of Control issued
an order

asked Government to assume responsibility to educate the masses.
Department of Education was set up in all the provinces.
1854– Affiliated universities of CBM=Calcutta, Bombay. Madras.
1885– Punjab University
1887– Allahabad University
Only one good Engineering College in Roorkee was there which was too opened only for Europeans and Eurasians.
An Agriculture Institute at Pusa (Bihar) was started.
The educated Indians realized the hypocrisy of the British

1882-83-Hunter Education Commission

1870– “Education” was shifted to subjects of provinces
Primary and secondary education further suffered
1882– Commission under the W.W. Hunter to review the progress of education
Hunter Commission-recommendation- confined only to primary and secondary education.

Recommendation

The state’s special care is required for extension and improvement of primary education and it should be imparted through vernacular.
Transfer of control of primary education to newly set up District and Municipal boards.
It recommended that secondary i.e. High School education should have 2 divisions:
- Literary—leading up to university.
- Vocational—for commercial careers.

1902- Raleigh Commission

Early 19th century– The political unrest in the country was growing
Govt–> under private management the quality of education had deteriorated.
They saw educational institutions= factories producing political revolutionaries.
Set up to go into conditions and prospects of universities in India and to suggest measures for improvement in their constitution and working.
1904– BAsed on recommendation – the Indian Universities Act was passed

1904- Indian Universities Act

Universities had to give more attention to study and research.
The no. of fellows of a university and their period in the office was reduced and most fellows were to be nominated by the Government.
Government acquired the power to veto universities’ senate regulations and it could now amend these regulations or pass regulations on its own.
The conditions were to be made stricter for affiliation of private colleges, and 5 lakh rupees were to be sanctioned per annum for five years for improvement of higher education and universities.
Basically, the government sought greater control over universities in the name of quality and efficiency.

1913- Government Resolution on Education Policy

1906– State of Baroda introduced compulsory primary education
National leaders led by G.K Gokhale urged the government to do so for British India.
Govt accepted the policy of removal of illiteracy and urged provincial governments to take early steps to provide free elementary education to the poorer and more backward sections.
But refused responsibility of Compulsory Education.
Encouraged private efforts for this and to improve the quality of 2ndary schools.
It was also decided to establish a university in each province.

1917-19–Sadler University Commission

Set up to study and report on problems of Calcutta University. But applicable to other universities also.
It reviewed the entire field from school education to university education.
For the improvement of university education, improvement of secondary education was a necessary precondition.

Recommendation

Setting up of a separate board of secondary and intermediate education for administration.
School course should cover 12 years.
Students should enter university after an intermediate stage
1. Prepare students for university stage;
2. Relieve universities of a large number of below university standard students
3. Provide collegiate education to those not planning to go through the university stage.
A university should function as a centralized, unitary residential-teaching autonomous body, rather than as scattered, affiliated colleges.
Female education, applied scientific and technological education, teachers’ training including those for professional and vocational colleges should be extended.
1916 – 1921–>7 new universities came up at Mysore, Patna, Benaras, Aligarh, Dacca, Lucknow, and Osmania.
1920–> the Govt recommended Sadler report to the provincial governments.

1929- Hartog Committee

Rapid boom in schools + colleged –> deterioration of quality education.
Hartog Committee to report on the development of education.
Emphasis should be given to primary education
Only deserving students should go in for high school and intermediate stage.. others till class 8 then vocational training
Admission restricted for quality of standard

Sergeant Plan of Education

Sergeant = Educational advisor to the Government.
Worked out by Central Advisory Board of Education in 1944.