Development of Education in British period.pptx

The British period marked a turning point in the history of Indian education. While traditional systems of learning were initially sidelined, British colonial policies introduced Western-style education, the English language, and a structured system of schools and universities. This topic explores key developments such as Lord Macaulay’s Minute (1835), the establishment of institutions like the University of Calcutta, and the impact of the Wood’s Despatch (1854). It also examines how British educational policies served colonial interests, yet inadvertently sparked social reform and contributed to the rise of modern India.

1. 6.4 Development of Education in British Period B y U sma Zafar

2. C ompany wanted some educated Indians who could assist them in the administration of the land. Also, they wanted to understand the local customs and laws well. For this purpose, Warren Hastings established the Calcutta Madrassa in 1781 for the teaching of Muslim law. In 1791, a Sanskrit College was started in Varanasi by Jonathan Duncan for the study of Hindu philosophy and laws. During British period 2

3. Education System During British Rule * According to a Survey 3 1813 Charter Act of 1813 1835 Macaulay Minutes 1854 Wood’s Despatch 1882 Hunter Commission 1902 Raleigh Commission Educational Policies

4. 4 Charter Act of 1813 The Charter Act of 1813 was the first step towards education being made an objective of the government. The act sanctioned a sum of Rs.1 lakh towards the education of Indians in British ruled India. This act also gave an impetus to the missionaries who were given official permission to come to India. But there was a split in the government over what kind of education was to be offered to the Indians.

5. The orientalists preferred Indians to be given traditional Indian education. Anglicist wanted Indians to be educated in the western style of education and be taught western subjects. There was also another difficulty regarding the language of instruction. Some wanted the use of Indian languages (called vernaculars) while others preferred English. Due to these issues, the sum of money allotted was not given until 1823. 5

6. 6 Macaulay Minute of 1835 As the Oriental- Occidental Controversy darkened the whole educational scenario of the time, William Bentinck, the then Governor General of the company assigned Mr. Macaulay, the law member of the Governor general’s council, the duty of submitting a strategy for solving the problem. As a result, Mr. Macaulay submitted his report in 1835, which is known as ‘Macaulay’s Minutes’. Background :

7. Bentinck had appointed Thomas Babington Macaulay as the Chairman of the General Committee of Public Instruction. English education should be imparted in place of traditional Indian learning because the oriental culture was ‘defective’ and ‘unholy’. He believed in education a few upper and middle-class students. In the course of time, education would trickle down to the masses. This was called the infiltration theory. 7

8. He wished to create a class of Indians who were Indian in colour and appearance but English in taste and affiliation. In 1835, the Elphinstone College (Bombay) and the Calcutta Medical College were established. In 1835, it was decided that western sciences and literature would be imparted to Indians through the medium of English by Lord William Bentinck’s government. 8

9. Downward Filtration Theory   There is no need for educating the mass, but by educating the upper class, it will be filtered down to the lower class people, as it is the human tendency that the common folk always try to imitate the people of higher status. 9 Macaulay Minute of 1835-Major Recommendation

10. 10 Wood’s Despatch 1854 This was a written document for the propose of promoting education in India. This was introduced by Charles Wood in 1854. It was the first comprehensive plan for the spread of education in India. It was considered as the ‘ Magna Carta of English education in India’. Laid foundation for Indian Education system

11. Sir Charles Wood was the President of the Board of Control of the company in 1854 when he sent a despatch to the then Governor-General of India, Lord Dalhousie. This is called the ‘Magna Carta of English education in India.’ 11

12. Regularise education system from the primary to the university levels. Indians were to be educated in English and their native language. The education system was to be set up in every province. Every district should have at least one government school. Affiliated private schools could be granted aids.   12 Recommendations of the Wood’s Despatch:

13. The Wood’s Despatch recommended that teacher training schools be established in each province. Engineering, medicine, and law teachers should be trained in special schools. Education of women should be emphasised. Universities of Madras, Calcutta and Bombay were set up by 1857. University of Punjab – 1882; University of Allahabad – 1887 This despatch asked the government to take up the responsibility of education of the people 13

14. It asked the government of India to provide education to all Indians not to the selected few. Graded schools were established in hierarchy as: 14

15. 15 Hunter commission 1882 Hunter Commission was a commission appointed by British Government to review the progress of education in the country since the Wood Dispatch of 1854. Hunter Commission was set up in 1882 under the chairmanship of William Hunter. This Commission emphasized its recommendations on its Primary and Secondary Education. Introduction

16. The Hunter Commission’s recommendations focused primarily on primary and secondary education. Emphasized the importance of the state’s special care in the extension and improvement of primary education, and that primary education should be imparted in vernacular. It was suggested that control of primary education be transferred to newly formed district and municipal boards. Private parties were to establish secondary schools with funds provided by the government . Special attention was supposed to be paid to the advancement of girls and women’s education Secondary school curricula were also revised, with academic and vocational courses being divided into various branches. 16 Recommendations of Hunter Commission

17. 17 University Commercial Area Secondary Education

18. 18 Indian Universities Act 1904 The British Viceroy, Lord Curzon, passed the Indian Universities Act in 1904 on the recommendations of the Raleigh Commission, which tightened control over Indian universities. Political unrest characterized the beginning of the twentieth century. According to the official line, education had deteriorated under private management, and educational institutions had become factories for producing political revolutionaries. Raleigh Commission

19. In 1902, the Raleigh Commission was formed to investigate the conditions and prospects of universities in India and to make recommendations for improvements to their constitution and operations. The Raleigh Commission had only one Indian member, Syed Hussain Belgrami . 19 Purpose:

20. The first provision of this act required the universities’ governing bodies to be reconstituted, and the size of the Senates to be reduced. The number in the Senate could now be between 50 and 100. Each of them would be in office for five years. The number of elected fellows was set at 20 for the universities of Bombay, Calcutta, Madras, and 15 for the rest of the universities. 20 Indian Universities Act 1904 – Provisions

21. This act empowered the government to appoint a majority of university fellows. The Governor-General was now given the authority to determine the territorial limits of universities as well as the affiliation of universities and colleges. A grant of Rs . 5 lakh per year for five years was also accepted for better education and research. This was the beginning of university grants in India, which later became a permanent feature of India’s educational structure. 21

22. 22 The Sadler Commission of 1917 In 1917 the Government of India appointed a Commission to study and report on the problems of Calcutta University. Dr. Michael. E. Sadler, Vice-Chancellor of the University of Leeds, was appointed its chairman. The commission included Indian members, namely Sir Ashutosh Mukeiji and Dr. Ziauddin Ahmad. (Calcutta University commission)

23. Sadler Commission 1917-19 was appointed with the goal of investigating the conditions and prospects of Calcutta University. The school course should last 12 years. Students should enter university after an intermediate stage (rather than matriculation) for a three-year degree program. A separate secondary and intermediate education board should be established to administer and control secondary and intermediate education. 23 Sadler University Commission – Recommendations

24. University regulations should be less rigidly framed. Female education applied to scientific and technological education, and teacher training, including that for professional and vocational colleges, should all be prioritized. From 1916 to 1921, seven new universities were established: Mysore, Patna, Benaras, Aligarh, Dacca, Lucknow, and Osmani. 24 For Eligible Student For general students

25. Thanks Reference https://youtu.be/IHLpf8Z6_FQ?si=5FEEfM4fgNkGtKw3