Education in British India

Education in British India

Individual efforts under company rule:

a) Calcutta Madrasah was established by Warren Hastings in 1781 to study Muslim laws and customs.

b) Jonathan Duncan established Sanskrit college at Banaras in 1791 for Hindu laws and philosophy.

c) Fort William College was set up in 1800 by Wellesley for the training of civil servants of the Company. (It was closed in 1802).

The Charter Act (1813):

1 lakh rupees were to be spent by the company for the promotion of education in India.

Lord Macaulay’s Minute of (1835):

Amidst Orientalist-Anglicist controversy, Macaulay supported the latter view. The English language was chosen as the sole medium of education. Government decided to spend the limited resources for teaching western sciences and literature. They adopted ‘downward filtration theory’ instead of mass education.

Note: ‘Downward filtration theory’ means teaching a few upper- and middle-class people would produce interpreters which would eventually penetrate to the masses. However, this theory failed miserably as envisaged by the British but has helped in growth of Modern Intelligentsia who shaped the struggle for independence.

Wood's Despatch (1854):

This was also known as “Magna Carta of English Education in India”. It rejected the ‘downward filtration theory’. Wood suggested that primary schools must adopt vernacular languages, high schools must adopt Anglo-vernacular language and at college-level English should be the medium of education. Encouraged secular education. Also encouraged private enterprises.

Hunter Commission of Education (1882-1883):

Hunter Education Commission was a landmark commission appointed by Viceroy Lord Ripon with objectives to look into the complaints of the non-implementation of the Wood's Despatch of 1854; the contemporary status of elementary education in the British territories; and suggested means by which this can be improved. It emphasized the state's role in improving education. Advocated for transfer of control to local bodies (district and municipal boards).

Raleigh Commission (1902):

Raleigh Commission was appointed under the presidency of Sir Thomas Raleigh on 27 January 1902 to inquire into the condition and prospects of universities in India and to recommend proposals for improving their constitution and working.

Indian Universities Act (1904):

On the recommendation of the Rayleigh commission, the act provided for greater control over universities. Universities were given due importance for research and studies. The act laid down that the number of Fellows of a university shall not be less than fifty or more than a hundred and a Fellow should normally hold office for a period of six years instead of for life. Rules were made stricter for private college affiliations. Gopal Krishna Gokhale called this move a “retrograde measure”.

Saddler University Commission (1917-19):

The commission was set up to review Calcutta University which later extended to all universities. 12+3 program (12-year schooling and 3-year degree). A separate board of secondary and intermediate education was to be set up. It laid stress on Female education, applied scientific and technological education, and teachers' training.

Hartog Committee (1929):

In 1929, the Hartog Committee submitted its report. This Committee was appointed to survey the growth of education in British India. It mentioned the great waste of money and efforts which resulted because of the pupils leaving their schools before completing the particular stage of education. Quality of education was given priority over a number of schools and colleges. Admissions were highly restricted.

Wardha Scheme of Basic Education (1937):

Zakir Hussain committee formulated this national scheme for basic education. The main principle of ‘learning through activity’. It was secular in approach. First seven years of schooling through mother tongue and English after 8th.

Sergeant Plan of Education (1944):

Sergeant was the educational advisor to the British Government. He advocated a number of reforms and aimed to make the Indian education system equivalent to that of England in 40 years. But it seriously lacked methodology for implementation.