Landmarks in the Development of Educational Administration Before Independence (1813 19 !

" in India

#repared B$ %&'AI()L ABEDI( *+A%*I %&Ed (,--9.1-"

British /raditions 0f Educational Administration in the 18th and 19th centuries polic$ of non.interference commonly known as the laisse1.faire polic$. Apart from laissez faire another important feature of the educational system in India was that it was considered merel$ a parental concern. Hence the quality of education was purely dependent on the amount the parents were willing to spend on the education of their child. Educational #olic$ of East India 2ompan$ (from 1813 to 1833" Education of Indians had become a topic of interest among East India Company officials from the outset of the Company's rule in engal !hree goals" 41" to sponsor Indians in their o5n culture6 ," to advance kno5led7e of India6 and 3" to emplo$ that kno5led7e in 7overnment&8 !he first goal saw the support of vernacular learnin7. !he second goal # was moti$ated in part # by concern among some Company officials about being seen as forei7n rulers. !hey argued that the Company should try to win o$er its sub%ects by outdoing the region's pre$ious rulers in the support of indigenous learning. !he third related goal # grew out of the philosophy then current among some Company officials # that they would themsel$es 9ecome 9etter administrators if they were better $ersed in the languages and cultures of India. Ad$ocates of these related goals were termed# &0rientalists.& !he 'rientalists were# howe$er# soon opposed by ad$ocates of an approach that has been termed Anglicist& !he An7licists supported instruction in the En7lish lan7ua7e in order to impart to Indians what they considered modern Western knowledge. /he 2harter of 1813

 2harles :rant# the Chairman of the East India Company supported state(sponsored education in India. !hrough the efforts of Charles )rant and ishop *ilberforce# the ritish +arliament agreed to take upon itself the responsibility for education in India under the Charter of ,-,.. %ain features (education specific"; It became the responsi9ilit$ of the 2ompan$ to make arrangements for the education of Indian people. !he ritish +arliament ad$ised the Company that it should spend at least 1 Lakh rupees per $ear on education& !he 2hristian missionaries 5ere made free to spread education and set up education centers throughout the country. #ro9lems in the 2harter; !he Charter started the An7lo.0riental controvers$ o$er the two terms used# 4learned natives< and 4literature<& !he argument was o$er which literature should be taught / English or Indian# and which medium should be used for the same. !hough rupees one lakh were set aside by the ritish +arliament for education and East India Company was made responsible for making arrangements for education# no specific instructions were gi$en to the Company as to how to spend this amount0 or what should be the medium of instruction0# aims of education0 etc 2harter of 1833 !he act" =aised the education 7rant from , lakh to , million rupees. )a$e the missionaries the facilit$ of preachin7 their religion in India. )a$e another lease of life to the Company for 12 years to administer the Indians territories.

 2entrali1ed the administration in India. !he )o$ernor )eneral of engal# according to the act was declared as the )o$ernor )eneral of India. Enlar7ed the E>ecutive council by the addition of 3th member 4 La5 %em9er5 for legislati$e purposes. !he fourth member was entrusted with the charge to gi$e professional ad$ice regarding the procedure of law making. +ro$ided that no Indian sub%ect of the company 5ould 9e de9arred from holding any office under the company by reason of his religion# place of birth# descent# or color. Howe$er# this remained a dead letter well into the twentieth century. %acaula$?s %inute (1833" 6acaulay7s minute was submitted by %acaula$ to the then go$ernor( general of India Lord Bentick. !he 6inute aimed at resolvin7 the An7lo.0riental controvers$ of the Charter of ,-,.. !he 0rientalists wanted to promote education through the medium of 8anskrit# Arabic and +ersian while the 0ccultists wanted to promote western education in India through the medium of English. In his lengthy 6inute# 9ord 6acaulay fa$ored education of classes in India and spreading of western education through the medium of English. 0ther @eatures of the %inute; European literature and science to be taught to the Indians :unds to be employed only for the promotion of English education Allocation of funds to the oriental students and teachers to be stopped ;o funds to be pro$ided for the publication of 'riental work English to be made the language of instruction. Do5n5ard @iltration /heor$

According to Do5n5ard @iltration /heor$# <Education was to permeate the masses from abo$e. =rop by drop from Himalayas of the Indian life. >seful information was to trickle downward# forming in time a broad and stately stream to irrigate the thirsty plains?.

!he main aim of education came to be securin7 7overnment Ao9s.

+rogress of Education in the Bictorian A7e 4,-@3(,A225 =uring this phase# following landmarks in the de$elopment of educational administration took place" ,. *ood7s =espatch 4,-@35 1. 9ord 8tanley7s =espatch 4,-@A5 .. Hunter Commission or !he Indian Eduaction Commission 4,--15

/he Cood?s Despatch (183 " =ecommendations 7iven; 1& Acceptance of Educational =esponsi9ilit$ 1. Aim of Education. !he aim of education was set to raise educational fitness and moral character of the educands. .. 2ourses of stud$. !his =espatch recognized the usefulness of 8anskrit# Arabic and +ersian along with the usefulness of *estern knowledge for Indians. 3. %edium of Instruction. It was recommended that the medium of instruction be English @. Department of #u9lic Instruction& *ood suggested for the setting up of =epartment of +ublic Instruction in each pro$ince with a =irector of +ublic Instruction# a =eputy =irector# Inspectors and =eputy Inspectors so that educational institutions could be properly inspected and standards maintained.

B. Esta9lishment of )niversities& !hree uni$ersities each at Calcutta and 6adras were set up.

ombay#

C. Esta9lishment of =e7ular Institutions& !he =espatch emphasized on the establishment of )raded 8chools as follows" >ni$ersities# Colleges# High 8chools# 6iddle 8chools# +rimary 8chools. -. E>tension of #u9lic Education . Increase in the number of +rimary# 6iddle and High schools was emphasized. 8cholarships were also suggested for. 9& :rants.in.aid s$stem 1-& 11& 1,& 13& /rainin7 of teachers and 9etter pa$.scales& Education for Comen %uslim Education Bocational Education&

1 & Encoura7ement of 0riental education and development of Indian literature& ,@. Emplo$ment. Academic qualifications of the candidate for go$ernment ser$ices were to be gi$en prior consideration. !hough candidates with English education were gi$en priority. Lord *tanle$?s Despatch (1839" 9ord 8tanley# the 8ecretary of state for India issued a =espatch in ,-@A which proposed the following" ,. Importance of Primary education which was neglected till then. 1. He said in the =espatch that the ritish government itself should take the responsibility of primary education and levy local taxes to meet a part of its eDpenditure in lines with public school system in )reat ritain.

Educational Administration of )niversities (as per recommendations of Cood?s Despatch and *tanle$?s Despatch;

the

*enate for each >ni$ersity for looking after its general administration# was established. /he 2hancellor was the +resident of the 8enate. /he :overnor was the Chancellor who used to nominate a Bice 2hancellor for 1 years. He was the real administrator of the >ni$ersity and he performed his duties with the help of the 8enate. !he 8enate used to form the *$ndicate& A 8yndicate was established for e$eryday work. !he Eice Chancellor used to perform his duties with its help# but the 8yndicate had no legal status. +unter 2ommission or /he Indian Education 2ommission (188," !he Hunter Commission was entrusted with the charge to revie5 the state of education in India and to recommend necessar$ measures for further pro7ress. !he principal ob%ect therefore was to elementar$ or primary education in India. !he <means? to develop and improve the education was gi$en a special emphasis. !he 7eneral 5orkin7 procedure and the the Indian universities was eDcluded from Commission. enDuire the state of condition of elementary educational process of the charge of the Hunter

=ecommendations; ,. It was declared by the Commission that the primary education was essentially aimed for the masses and hence should be provided in the vernacular lan7ua7e. 1. !he commission recommended that the power of controlling the entire system of primary education should be transfer to the district and the %unicipal Boards& .. :or the secondar$ education# a principle was laid down by the commission. According to the commission# there should be two di$isions ( literary education leading to the Entrance

e>amination of the uni$ersity and the other is the practical kind of vocational trainin7. 3. !he commission pro$ided that an effort should be made to encourage the private enterprise in the field of education. !he Commission# to achie$e this ob%ecti$e recommended the eDtension and liberalization of the grants in aid system# recognition of the aided school as equal to )o$ernment institutions in matters of status and the pri$ileges. @. 6oreo$er the education Commission drew attention to the inadequate facilities for the female education outside the +residency towns and also made recommendations for its spread. B. 6ore grants were to be gi$en for industrial and technical education& =esults of the =ecommendations of the 2ommission; %ore non.7overnment hi7h schools were opened. ut these schools had $ery little financial backing and their teachers were poorly paid. Another great change was the appointment of inspectors in all pro$inces to assist the =irector of +ublic Instruction for better educational administration. esides the three uni$ersities and a >ni$ersity of +un%ab# a fifth universit$ was opened at Allahabad in ,--C. ut all of these uni$ersities were eDamining uni$ersities with their sole function of conducting eDaminations and research work of any kind was absent.

!hus the spread of education was Duantitative rather than qualitati$e during this period. *himla Education 2onference (19-1" /he points that emer7ed as a result of the 2onference;

ritish go$ernment will continue to control e$ery item of Indian education. #u9lic institutions 5ill 9e esta9lished as and when needed. !hey shall ser$e as models for the pri$ate institutions. the Central go$ernment will ha$e complete control o$er Indian education ritish go$ernment will spend more mone$ on education. Indian )niversit$ 2ommission (19-," 'n Ath Fune# the report of the >ni$ersities Commission was submitted to 9ord Curzon. Its recommendations included" ,. 1. .. 3. @. Geduction in the size and charge of the uni$ersity senates ;o new uni$ersities should be initiated. !he eDamination system should be re$ised and simplified. 6inimum age of matriculation recommended as ,B. >ni$ersities should undertake some teaching functions also# instead of remaining mere eDamining bodies. B. A minimum rate for college fees should be established. C. 8econd grade colleges should gradually be closed. -. !eaching of law in Arts colleges should be re$ised. A. !eaching of agricultural sciences should be encouraged. ,2. Huality and status of courses in the Indian classical languages should be impro$ed. )okhale7s ill 4,A,,5 !hrough his bill# )okhale emphasized that the ritish go$ernment should make !he elementary education free and compulsor$ in those areas where .@I boys were recei$ing education. !he cost of primary education should be shared 9$ the #rovincial 7overnment and the local 9odies in the ratio of ,;1& !he ritish go$ernment re%ected the ill but promised to eDtend recurring and non(recurring grants to primary education# in order to fulfill the popular demand for the spread of mass education. As a result of which the )o$ernment of India passed a =esolution on Educational #olic$ on :ebruary 1,# ,A,..

%aAor provisions of the =esolution on Educational #olic$; ,. 8ufficient eDpansion of lower primary schools. 1. >pper primary schools should be opened. If required the lower primary schools should be raised to the status of upper primary schools. .. 6aktabs and +athshalas should be adequately subsidized. 3. !he inspection and management of primary schools should be made more efficient. @. !he teachers should ha$e at least a years training and should ha$e passed $ernacular middle eDamination before recruitment. B. +ro$isions be made for refresher courses for the teachers of primary schools during $acations. C. +ro$ision for teacher7s increment in salary# pension and pro$ident fund. -. !he number of students under one teacher should be between .2 and 32. A. Impro$ement should be made in the condition of middle and secondary $ernacular schools and their numbers should be increased. ,2. 8chools should be housed in sanitary# spacious but ineDpensi$e buildings. ,,. !he 8tate should not completely withdraw from the sphere of secondary education. ut it was proposed that no further establishment of 8tate institutions should be allowed. ,1. +roper grants(in(aid should be sanctioned to pri$ate institutions. ,.. Impro$ement in the mode of eDamination and curriculum was also recommended. ,3. It also pro$ided for the eDpansion in >ni$ersity education. ,@. !he uni$ersities should be relie$ed of the responsibility of granting recognition to high schools and they should be kept under pro$incial go$ernments. ,B. !he establishment of teaching uni$ersities was suggested by emphasizing the separation of the two functions of the uni$ersities / teaching and eDamining.

2alcutta )niversit$ 2ommission or *adler 2ommission 4,A,C(,A,A5

=ecommendations; !he 8adler commission recommended a twel$e(year school course. After clearing the intermediate eDamination rather than the 6atriculation EDamination# the students would be entitled to enter the uni$ersity. !hese colleges could either be run as the independent institutions or might be attached to the selected high schools. !he administration and the entire control of the 8econdary education were entrusted on the < oards of 8econdary and Intermediate education?. !he duration of the degree course after the intermediate state should be limited to three years. :or these two different branches was made in the Intermediate colleges. :or the eligible students the pro$isions of honors degree and for the general students# there was the pro$ision of +ass Course. !he 8addler Commission recommended for the centralized unitary teaching autonomous bodies. A unitary teaching uni$ersity was recommended for =acca so that the burden of students can be reduced from the Calcutta >ni$ersity. :urther the 8addler Commission also emphasized the growth of colleges in the towns. It encouraged the growth of new uni$ersity centers so that the higher education could be propagated properly. !he 8addler Commission emphasized the need of female education. !he necessity of pro$iding substantial facilities for training of the teachers was emphasized and also urged for setting up of the departments of Education at the uni$ersity of Calcutta and =acca. !he uni$ersities were also directed to pro$ide facilities for the training of the personnel for professional and the $ocational college.

%onta7ue.2helmsford or %ontford =eforms (19,1" #rovisions; !he power to control education was transferred to the pro$inces. !he 6ontford reforms introduced =yarchy in the field of education# that is# some sub%ects were now under the Centre and some were under the pro$incial go$ernments. =ue to the 6ontague Chelmsford Geports of ,A,A# the department of education was transferred to the control of the popular ministers in the $arious pro$inces. !he Central go$ernment ceased to take direct interest in the field of Educational reforms. Abo$e all the grant of @ crores by the Central go$ernment was discontinued. !he financial difficulties pre$ented the pro$incial go$ernments from taking up ambitious schemes of educational eDpansion or impro$ement +arto7 2ommittee (19,9" Hartog Committee# under Chairmanship of 8ir +hilip Hartog# was appointed to re$iew the position of education in the country !he Hartog Committee emphasized primarily on" !he national importance of the primary education. Instead of eDpansion of the education the commission recommended for the consolidation and the impro$ements of the education procedure. It suggested the re$i$al of CA E 4Central Ad$isory oard of Education5 which ultimately took place in ,A.@. Earlier CA E was established in ,A12. /he *apru 2ommittee ,A.3 !he 8apru Committee appointed in ,A.3 by the )&#& :overnment to enquire into the causes of unemployment in >.+. came to the conclusion that the system of education commonly pre$alent prepared pupils only for eDaminations and degrees and not for any $ocation in life. !he Committee suggested that( 4i5 di$ersified courses at the secondar$ sta7e should be introduced# one of these leading to the >ni$ersity degreeJ'

 4ii5 the intermediate stage be a9olished and the secondary stage be eDtended by , yearJ 4iii5 the $ocational training and education should begin after the lower secondary stageJ and 4i$5 the =egree course at the >ni$ersity should eDtend o$er a period of . years. Cood.A99ott =eport (1933" 1 eDpert ad$isers# 6essrs. Abbot and *ood were in$ited to ad$ise the )o$ernment on certain problems of educational reorganization and particularly on problems of $ocational education Gecommendations" +hysical acti$ities 4like crafts# sports# etc.5 should be emphasized on at the elementary le$el. A $ocational base should be gi$en to secondary education to open up more a$enues of employment. ;o well(defined way to implement these suggestions was pro$ided for. Hence# most of the recommendations remained on paper and were not implemented. Cardha *cheme for Basic Education (193!" In 193!6 %ahatma :andhi proposed for the scheme of BA*I2 ED)2A/I0( in his paper 8/he +ariAan8& /his scheme of 9asic education 5as kno5n as Cardha schemes of 9asic education& In 'ctober ,A.C# an all(India ;ational Educational Conference was summoned at *ardha under the presidentship of 6ahatma )andhi and the following resolutions were adopted" %ain features; Craft(centred education. :ree and compulsory basic education. 8elf(reliance. Education through mother tongue.

!he scheme of basic education en$isaged a C 4se$en5 year course in $ernacular languages. !he conference then appointed a committee 'with =r. Kakir Hussain as its chairman. !he Committee submitted its report on =ecember 1# ,A.C# and the scheme of education suggested by it is popularly known as the &*ardha 8cheme&# the main features of which are as follows( 4i5 A asic Craft is to ser$e as the centre of instruction. !he idea is not to teach some handicraft side by side with liberal education# but the entire education is to be imparted through some industry or $ocationJ 4ii5 !he scheme is to be self(supporting to the eDtent of co$ering teachers' salaries and aims at makng pupils self(supporting after the completion of their courseJ 4iii5 6anual labour is insisted on so that e$ery indi$idual may learn to earn his li$ing through it in liter life. It is also considered non($iolent# since an indi$idual does not snatch away the li$ing of others with the help of a machineJ and 4i$5 Instruction is closely coordinated with the child's life# i.e.# his home and $illage crafts and occupations.&# /he @irst (arendra Deva 2ommittee (1939" It en$isaged a di$ersity of courses in the secondary stage" commercial# academic# technical and agricultural. It suggested coordination 9et5een $ernacular schools 43 years elementary and . post(elementary years5 and the Anglo($ernacular secondary schools 43 year preparatory classes L 3 year middle school L 1 year high school5 !he committee suggested to introduce a uniform course for primary education called Aunior 9asic course of 3 $ears L senior 9asic course of 3 $ears in $ernacular schools L colle7e course for E $ears& *ar7eant =eport (19 "

!he 8ergeant plan recommended" Introduction of universal free and compulsor$ education for the children between the ages of B to ,, years. 6oreo$er the sergeant scheme also recommended for the school courses to the children between the age groups of ,, and ,C. According to the plan the High schools would be of two kinds ( academic and the technical or $ocational.