GED S5 01 (M/P) Exam Code: EDP5A
History of Education during Pre-Independence in India
SEMESTER V
EDUCATION
BLOCK-1
KRISHNA KANTA HANDIQUI STATE OPEN UNIVERSITY Subject Experts 1. Prof. Swarnalata Das, Dept. of Education, Gauhati University 2. Prof. Gayatree Goswamee, Dept. of Education, Gauhati University 3. Dr. Sadhana Goswami, Dept. of Education, Cotton College
Course Coordinator : Dr. Ritimoni Bordoloi, KKHSOU SLM Preparation Team UNITS CONTRIBUTORS 1,2,3 Dr. Madhusmita Devi, B Barooah College 4 Dr. Nilima Deka, LCB College 5 Dr. Ritimoni Bordoloi, Krishna Kanta Handiqui State Open University 6 Dr. Sadhana Goswami, Cotton College University 7 Dr. Deepali Goswami, Cotton College University
Editorial Team Content Editors : Units 1,2,3,5,6, Dr. Nilima Deka, LCB College Units 4,7 (In-House Editing) Language Editor : Units 1,2,3,4, Dr. Prasenjit Das, KKHSOU Units 5,6,7, Professor Rabin Goswami, Former HOD,English Cotton College University Format Editor : Dr. Ritimoni Bordoloi, KKHSOU
First Printed : June 2019 ISBN NO: 978-93-89123-34-0
This Self Learning Material (SLM) of the Krishna Kanta Handiqui State Open University is made available under a Creative Commons Attribution-NonCommercial-ShareAlike4.0 License (international): http://creativecommons.org/licenses/by-nc-sa/4.0/ Printed and published by Registrar on behalf of the Krishna Kanta Handiqui State Open University.
Headquarter : Patgaon, Rani Gate, Guwahati - 781017 City Office : Housefed Complex, Dispur, Guwahati-781006; Web: www.kkhsou.in
The University acknowledges with thanks the financial support provided by the Distance Education Bureau, UGC for the preparation of this study material. CONTENTS
Pages
UNIT 1: Vedic Education 5–24 Nature of Vedic education, aims of education, methodology of teaching, salient features of Ancient (Vedic and Post Vedic) education system, merits and demerits of Vedic education UNIT 2: Buddhist Education 25–39 Education during Buddhist Period, Nature of Buddhist education, aims of education, methodology of teaching, salient features of Buddhist education system, merits and demerits of Buddhist education UNIT 3: Islamic (Muslim) Education 40–53 Education during MuslimPeriod, Nature of Islamic education, aims of education, methodology of teaching, salient features of Islamic education system, merits and demerits of Islamic education UNIT 4: Educational Activities of Christian Missionaries and East India Company 54–69 Educational Activities of the Missionaries in India, centres of Missionary education, educational activities of the Missionaries in Assam, Missionary contribution towards Assamese Language and Literature, educational activities of the East India Company UNIT 5: Charter Act, 1813 70–81 History of Charter Act, Controversies between Anglicist and Classicist, Macaulay’s Minute UNIT 6: Wood Despatch 82–97 Wood Despatch of 1854-its effect on Indian Education UNIT 7: Hunter Commission 98–112 Hunter Commission of 1882 and its recommendations on Primary and Secondary Education COURSE INTRODUCTION (COURSE GED S 5-01, BLOCK 1)
In the First, Second and Third Semester of the degree courses, we have already discussed the basic concept and importance of education, its theoretical background, psychological foundation of education, sociological foundation of education and some select issues in higher education. For the Fourth Semester Programme, we have also discussed the concept and components of educational technology and different issues of distance education. For the Fifth Semester Programme, we have four courses, namely Course GED S 5 01, Course GED S 5 02, Course GED S 5 03 and Course GED S 5 04. The pass course learners shall have to opt for Course GED S 5-01 only, whereas the major course learners shall have to study all four courses. In Course GED S 5 01, we are going to discuss the historical background of education, perspective of various Acts, Committees towards education system in India before Independence. The course GED S 5 01, comprises two Blocks. Both the blocks contain 7units each.
BLOCK INTRODUCTION
In this block, the First, Second and Third Units deals with the educational system prevalent during Vedic, Buddhist and Muslim time. The Fourth Unit discusses the educational contribution made by the Christian Missionaries in India. The Fifth Unit deals with the historical background of Charter Act of 1813, the Controversy between the Anglicists and Classicist, Macaulay’s Minute and Bentinck’s Education Policy. The Sixth Unit identifies and discusses the historical events leading to the Woods Despatch, various recommendations of the Despatch, evaluation of the Despatch as well as its merits and demerits. The Seventh Unit explains the Hunter Commission and its various recommendations towards the Indian education system.
While going through a unit, you will notice some along-side boxes, which have been included to help you know some of the difficult, unseen terms. Some “ACTIVITY’ (s) have been included to help you apply your own thoughts. Again, we have included some relevant concepts in “LET US KNOW” along with the text. And, at the end of each section, you will get “CHECK YOUR PROGRESS” questions. These have been designed to self-check your progress of study. It will be better if you solve the problems put in these boxes immediately after you go through the sections of the units and then match your answers with “ANSWERS TO CHECK YOUR PPROGRESS” given at the end of each unit.
4 UNIT1 : VEDIC EDUCATION
UNIT STRUCTURE
1.1 Learning Objectives 1.2 Introduction 1.3 Education during the Vedic Period 1.3.1 Meaning of Vedic Education 1.3.2 Aims of Education 1.3.3 Methods of Teaching 1.3.4 Curriculum 1.3.5 Discipline 1.3.6 Role of the Teacher 1.4 Education during the Post Vedic Period 1.4.1 Meaning of Post Vedic Education 1.4.2 Aims of education 1.4.3 Methods of teaching 1.4.4 Curriculum 1.4.5 Discipline 1.4.6 Role of the Teacher 1.5 Salient Features of Ancient (Vedic and Post Vedic) Education System 1.6 Merits and Demerits of Vedic Education 1.7 Let Us Sum Up 1.8 Further Reading 1.9 Answers to Check Your Progress 1.10 Model Questions
1.1 LEARNING OBJECTIVES
After going through this unit, you will be able to - define the concept of the Vedic and Post Vedic Education System know the aims of Education in Vedic period describe the methods of teaching, curriculum, discipline, and role of the teachers in the Vedic period.
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state the salient features of the Vedic Education System identify the merits and demerits of Vedic Education
1.2 INTRODUCTION
This unit introduces us to some basic concepts of Vedic Education, its aims, curriculum, methods of teaching, discipline and the role of the teachers. It will also help us to know the salient features of the ancient education system and its famous seats of learning as well as the merits and demerits of the Vedic Education System. Before discussing the meaning of the Vedic Education System, it is very much important to know how and when education system started in India. As we all know that the ancient Indian society was very much simple but rich in its culture and its practices. Culture of the ancient Indian society was highly influenced by high ideals and values. During that period, religion played an important role in the life and culture of the society. Hinduism as a religion was prevalent during that era and therefore its influence was reflected in the culture and traditions of the people. The education system in ancient India was highly influenced by the culture prevalent in the society. The ancient Indian system of education was famous throughout the world. It attracted the people from all over the globe and many people from outside India came here for pursuing education. The ancient Indian education is also known as Vedic Education. The period from 1500 BC to 1000 BC is regarded as the Vedic period and from 1400 BC to 600 BC is considered as the Post Vedic period. Education during the Vedic period mainly concerned with imparting knowledge of the four Vedas i.e. Rig Veda, Sama Veda, Yajur Veda and Atharva Veda. These are probably the oldest scriptures of the world and it is believed that they were revealed to the mantradrashta rishis or sages in different time period. Each veda consist of four parts- the Samhitas (Hymns), the Brahmanas (Rituals), the Aaranyakas (Theology) and the Upanishads (Philosophies). The collection of mantras or hymns is referred to as Samhitas. The Brahmanas are ritualistic texts and include percepts and religious duties of individuals. Each veda has a range of Brahmanas
6 History of Education during Pre-Independence in India (Block 1) Vedic Education Unit 1 attached to it. The Upanishads form the concluding portions of the Vedas and therefore, it is rightly called as Vedanta, or in simple terms, the end of Vedas consisting of essence of vedic teachings. Aaranyakas serves as objects of meditation for ascetics who stays in forests with the sole goal of mysticism and symbolism. The word Veda is derived from the Sanskrit root, 'Vid' which signifies 'Knowledge'. These knowledge was in the form of hymns which was necessary for every individual for leading a happy and prosperous life. Each Veda has unique features and they dealt with different branches of knowledge as enumerated below, Rig Veda - The oldest scripture among all the Vedas contains 1000 hymns. Those hymns throw light on the culture, tradition and information pertaining to the Rig Vedic civilization. Sama Veda- It is a collection of melodies. The hymns of this Veda were used as musical notes. Yajur Veda- It is the collection of hymns exclusively for rituals and ceremonies prevalent in the society. Atharva Veda -This Veda comprised of hymns related to spell and charms prevalent during that time. In addition, it is a treatise related to medical science. In a nutshell, we can enumerate that the whole concept of the Vedic Education revolved around the knowledge contained in these four Vedas. The knowledge percolated from generation to generation through oral practices and main importance was given on correct pronunciation.
1.3 EDUCATION DURING THE VEDIC PERIOD
In this section, we are going to discuss the meaning of Vedic education, aims, methods, curriculum, discipline and role of teachers during the Vedic period in India.
1.3.1 Meaning of Vedic Education
The system of education that emerged from the Vedas and were based on the principles of these Vedas can be termed as the
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Vedic System of Education. It mainly focused on the code of conduct for both the teachers and students. The main feature of Vedic education was to enlighten the individual so that he or she can shine in every aspect of life. This system believes that it is only through education that truth and wisdom can be perceived. The main focus of this system was to impart knowledge so that the person can lead a better life with lots of accomplishments. According to D.R. Altekar, "the objectives of education in Vedic period where worship of God, a feeling for religion fulfillment of public and civic duties, an increase in social efficiency and protection and propagation of national culture." (Dr.A.SAlteker (1965) : Education in Ancient India) Thus, in the Vedic period, education was considered a source of light which illuminates the spiritual, social, emotional and intellectual aspects of an individual. Therefore, in the Vedic period, the teacher laid stress upon the worship of the almighty, religion, spirituality, formation of character, development of personality, culture, nation and society. This was a holistic system mostly based on the teachings and practices enumerated in the Vedas. Vedic education was imparted in the gurukuls after the initiation ceremony or Upanayana of the students. After this ceremony, the students had to leave their homes and stay in the gurukuls under strict supervision and care of the guru.
1.3.2 Aims of Education
Vedic Education is mainly based on the principles of the Vedas. Which are basically based on the higher ideals and values of life. As such, education during the Vedic period aimed at the attainment of higher ideals and values in life. The main aim of education was attainment of salvation (mukti/ nirvana) or self realisation. The aims of Vedic education were mainly based upon the principles of idealism. Education aimed at preparing the students to lead a happy and prosperous life. The Vedic education mainly gave importance on physical, spiritual, religious, social and
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emotional development of students. In addition, it gave importance on the development of character and personality of the pupils. Developments of cultural and social efficiencies of the students were also one of the important aims of education during that period. Education during the Vedic era taught the students to become socially conscious and responsible apart from being dutiful and morally strong citizens of the country. Thus the Vedic education system laid stress on the all round development i.e. physical, mental and spiritual development of each and every student.
LET US KNOW The system of education that emerged from the Vedas and the based on the principles of the Vedas can be termed as the Vedic System of Education. In the Vedic period, education was considered to be source of light which illuminate the spiritual, social, emotional and intellectual aspects of an individual. Vedic education was imparted in the gurukuls after the initiation ceremony or Upanayana of the students. Education during the Vedic period aimed at the attainment of higher ideals and values in life. The main aim of education was the attainment of salvation (mukti/ nirvana) or self realisation. The Vedic education mainly gave importance on physical, spiritual, religious, social and emotional development of students.
CHECK YOUR PROGRESS Q 1: What do you mean by Vedic Education? ...... Q 2: Write one main objective of Vedic Education...... Q 3: How many Vedas are there and what are they? ......
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1.3.3 Methods of Teaching
Methods of teaching are the tools through which education can be imparted. In the Vedic period, the methods of teaching were mainly oral. There was no provision of imparting education through written texts or books. Knowledge was imparted through recitation of Vedic hymns. Special importance was given on understanding the meaning of Vedic hymns as well as proper pronunciation and accurate memorisation of the hymns. Apart from oral method, importance was also laid on thinking (Chintan) and reflection (Manan) in this system of education. The teacher recited the hymns (mantras/shlokas) correctly and the students repeated them. Proper hearing was very important as the Vedas are called as Shrutis (which can be heard). After hearing, the students were asked to think and reflect upon whatever they had learnt. Thus, the oral means of imparting education was mainly followed during the Vedic period of education.
1.3.4 Curriculum
The curriculum in the Vedic period was mainly based on the theoretical and practical principles of Vedas. The studies of the Vedas were compulsory but the knowledge on various art and crafts were also imparted. All the knowledge contained in the four Vedas ranging from religious practices, culture and traditions, occult science (tantra/ yantra/ magico-religious rites), medicines, agriculture, social practices, astrology, philosophy, art and sculpture, animal rearing practices etc. were imparted for helping the students lead leading a happy and fruitful life. For physical, mental and spiritual development of the students, yoga and meditation were regularly practised. Basic techniques and teachings related to warfare were also taught to the students so that they could defend themselves as well as their motherland. To improve the reasoning abilities of the students, logic and philosophy were given much importance. Likewise, for professional and technical development, 10 History of Education during Pre-Independence in India (Block 1) Vedic Education Unit 1
medicine and surgery, astronomy, astrology, economics and mathematics were included in the curriculum. Besides, theoretical and practical knowledge of religion (dharma) were the part and parcel of vedic education.
1.3.5 Discipline
In the Vedic system of education, much importance was given on discipline for the attainment of knowledge. The students, irrespective of whether thet were rich and poor had to live in the guru's (teacher's) home rightly called as Gurukul for the attainment of knowledge and education. In the Gurukuls, discipline was one of the important features. The students had to strictly obey the rules and regulations as laid down in the Gurukul. There was no scope of challenging the rules and regulations laid down by the scriptures as well as the guru. The students were directed to offer prayers and oblations thrice daily (early morning, noon and evening) to increase self control and discipline. Importance was also laid upon self discipline through self control and observance of the rules of brahmacharya ashram. The philosophy of simple living and high thinking was highly stressed upon.
1.3.6 Role of the Teacher
In the Vedic period, the student teacher relationship (Guru Sishya Parampara) was very intimate. The students had to live in the Gurukuls for twelve years under the guidance and care of the gurus. The guru took care for all round development of the personality of the students. The guru considered their students their children and the students also regarded the guru as their father. The students had to assist the guru in every household chore like collecting fire woods, tendering animals, cleaning the courtyard, feeding and milking the cows etc. The duties of the teacher were to impart knowledge as well as to provie food and lodging to the students. In the Vedic period of education, guru
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was considered the way through which an individual could attain salvation. As such, he was rightly considered the ultimate embodiment of the almighty. The following Sanskrit shloka beautifully express as the divinity of the guru, Guru Brahmaa Guru Vishnu Guru Deva Maheshwara Guru SakshatParam Brahma Tashmai Shree GuruveNamah
1.4 EDUCATION DURING POST VEDIC PERIOD
In this section, we are going to discuss the meaning of the Post Vedic education, aims, methods, curriculum, discipline and role of teachers during Post Vedic period in India.
1.4.1 Meaning of Post Vedic Education
The post Vedic period commenced from 1400 BC to 600 BC or we can say this period started from the end of Rig Vedic period to the beginning of Buddhism and Jainism. This period is also referred to as Brahmanic or Upanishadic period. A gradual shift from austerity and sacrifices to ritualistic traditions was greatly observed in the post Vedic period. The ritualistic system and activities, with their practical knowledge, took the dominant position and replaced the austerity and meditation that was dominant during the Vedic period. It resulted in the discoveries of various new fields of knowledge ranging from geometry, physical science, medicine, astronomy etc. The salient feature of Brahmanic or post Vedic education was the emergence and popularity of useful and practical subjects. Noticeably, Brahmanas, Aaranyaks and Upanishads were mostly developed during this period which had a deep impact on the educational system practised during the post Vedic period. We can also observe that the main feature of the post Vedic period was the importance of performing 'Yajna' and not penance. It resulted in the gradual importance of priests in realising the truth of life.
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1.4.2 Aims of Education
During the post Vedic period, the main aim of education was to realise the true knowledge and achievement of the absolute (brahma). Real knowledge relates to the ultimate realisation of soul, absolute and the world. During this period, it was believed that real knowledge was not perceived through sensuous knowledge towards outwardly matters but it was realised through inner consciousness of the absolute. In this period, education was not meant only for the sake of education but for the sake of life. In this sense, the Mandukya Upanishad rightly says, "After achievement of real knowledge, all the doubts get destroyed and thus it enables the realization of absolute (brahma), and therefore it makes it possible to fulfill the ultimate end of human life." Thus, in post vedic period, real knowledge could be gained not only through the study of the Vedas, but also Brahmanas, Upanishads, Aaranyakas etc. The study of the Vedas had been divided into various branches and subsequently to various sections. There was no gender discrimination and the teacher (guru) treated both male and female students alike and made no distinction.The ultimate aim of education in ancient India was for complete realisation of the self for the liberation of the soul from the chains of life both present and future. The basic aims of education during the post Vedic period has been the same as those of the Vedic period. The salvation of the soul has been the main aim in both Vedic and post Vedic period but the method of attaining this goal had been changed in the post Vedic period and more importance was laid upon the performance of yajna. This led to the necessity of able priests for assisting in the performance of yajnas and therefore different types of priests came out in the forefront. They were known as Brahma, Udgata, Hota and Advarya. According to Upanishads, 'truth' alone is the knowledge and other worldly knowledge is 'untruth'. The worldly knowledge was regarded as ignorance and one cannot attain salvation with the worldly knowledge. Thus, in the post vedic period, the aim of History of Education during Pre-Independence in India (Block 1) 13 Unit 1 Vedic Education
education mainly focused on formation of character, infusion of religiousness, development of personality, fostering of self confidence, development of power and judgement, inculcation of civic and social duties, promotion of social efficiency and happiness, preservation of art and culture etc.
1.4.3 Methods of Teaching
The word Guru in Indian philosophy has got a significant place. The guru sishya parampara was the sole medium through which the rich philosophy of India got transmitted from one generation to the next. The main method of teaching was through recitation by the pupil followed by explanation by the teacher apart from other ways like storytelling, debate and discussion. Like the Vedic period, the post Vedic period also emphasised manan and chintan apart from memorisation of the hymns and Richayas so as to preserve the hymns in their original form. medium of instruction was mostly oral and was in Sanskrit. In addition to the study of the Vedas, different other practical subjects were also taught in the Gurukuls. There was no interference from the outside world and the students were free from other outer world activities. They were solely devoted towards education till they passed out from their Gurukuls. In addition to the Gurukuls, larger educational institutions called Parishads were present where several teachers used to teach various subjects.
1.4.4 Curriculum
The curriculum in the post Vedic period was mainly based on the theoretical and practical principles of later Vedas and other texts like brahmanas, aaranyakas, Upanishads etc.. The studies of the Vedas were compulsory but the knowledge on various art and crafts were also imparted. All the knowledge contained in the four Vedas especially the later three Vedas such as religious practices,
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culture and traditions, occult science (tantra/ yantra/ magico-religious rites), medicines, anthropology, astronomy, economics, epistemology, eschatology, ethnology, geology, human eugenics, brahmavidya, nirukti, dance and music, mathematics and military science etc. were imparted for leading a happy and fruitful life. The basic techniques and teachings related to warfare were also taught to the students so that they could defend themselves as well as their motherland. Apart from the prevalent subjects present during the Vedic period, commercial education and mathematics education was given much impetus. The advent of Zero and theories related to Geometry were the product of this period. This period saw gradual emergence of ritualistic rites like yajna which were numerous in forms and nature. This resulted in the importance of karmakanda Brahmans and their influence increased to a very high extent in all the spheres of life be it on emperors or kings, educational systems, social life, economic aspects etc.
1.4.5 Discipline
Discipline was the sole criteria for admission and attaining education from a teacher in Gurukul or Parishads. After the upanayana ceremony, that was reserved for Brahmins, Kshatriyas, Vaishyas and women to a certain extent; they were admitted in the Gurukuls under the shelter and patronage of the guru. In the Dharma Sutra, there are strict rules laid down for both teachers and the students. Though there was strict discipline, the relations between the teachers and students were based on love, respect and affection. The Guru provided physical, materialistic and spiritual knowledge to his students and he was like the father to all his pupils. The students were under direct supervision of their guru. Strict brahmacharya were followed which resulted in the development of character and personality in the students. Compassion towards the poor, needy and fellow students and respect towards the guru and guru mata and love towards nature
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was prominent during the stay at Gurukul. Through rigorous discipline, civic responsibilities and social values were inculcated among the students. One of the profound features of the gurukuls was to go for alms so that the very nature of humility gets crystallised in the students. Simple living and high thinking was the major motive behind the stay of the students (both poor and rich) in the Gurukuls, so that they could serve the society after passing out satisfactorily.
1.4.6 Role of the Teacher
In the Indian system of education, the Guru is considered the greatest treasure of knowledge. The whole process of education is teacher oriented. The texts and scriptures praise the Guru very highly and place him/ her in much more higher position than a person's biological father and mother. The Guru was like the spiritual father of his pupils. Apart from imparting intellectual knowledge to them, he was also morally responsible. He was the sole guide to cultivate the good things and eradicate the bad things from his pupils. Oral instruction was the sole method and the Guru instructed his pupil in all aspects of life. Proper pronunciation was strictly followed for the hymns to preserve their originality and the Guru was the sole authority to decide whether the student was fit for admission and also to decide whether he had completed his studies.
LET US KNOW In the Vedic period, the methods of teaching were mainly oral. There was no provision of imparting education through written texts or books. Knowledge was imparted through recitation of Vedic hymns. Apart from the oral method, importance was also laid on thinking (chintan) and reflection (manan) in this system of education. The curriculum in the Vedic period was mainly based on the theoretical and practical principles of the Vedas.
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In the Vedic system of education, very much importance was given on discipline for the attainment of knowledge. The students, whether rich or poor, had to live in the guru's (teacher's) home rightly called as Gurukul for the attainment of knowledge and education. In the Vedic period, the student teacher relationship (Guru Sishya Parampara) was very intimate. The students had to live in the gurukuls for twelve years under the guidance and care of the gurus. Post Vedic period commenced from 1400 BC to 600 BC, or we can say, this period started from the end of the Rig Vedic period to the beginning of Buddhism and Jainism. This period is also referred to as Brahmanic or Upanishadic period. A gradual shift from austerity and sacrifices to ritualistic traditions was greatly observed in the post Vedic period. During the post Vedic period, the main aim of education is to realise the true knowledge and achievement of absolute (brahma). Real knowledge relates to the ultimate realisation of the soul, the absolute and the world. The guru sishya parampara was the sole medium through which the rich philosophy of India got transmitted from one generation to the next. The curriculum in the post Vedic period was mainly based on the theoretical and practical principles of the later Vedas and other texts like Brahmanas, Aaranyakas, Upanishads etc.
1.5 SALIENT FEATURES OF ANCIENT (VEDIC AND POST VEDIC) EDUCATION SYSTEM
In this section, we will learn about the important salient features of ancient education system. Some of the features are- Education for free: The main characteristics of Vedic and post Vedic education was based on the ultimate realisation of life. 'Vidyadana' or the gift of education was a very religious merit and the teacher of that
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period was highly spiritual and considered it a holy duty to impart education and devote their lives to the cause of teaching through self- sacrifice. The nature of those Gurus was quite exemplary. No State Control: The Gurus had the sole right to admit the pupils and the state governed by the emperors and kings had no right to dictate the gurus. High status of teachers: During those times, the Gurus was rightly positioned in the high esteem and kings and emperors gave high respect to them. Teachers as parents: Unlike today, the society considered the teachers as the spiritual fathers of the pupils and likewise the teachers also considered their students their own children. Medium of Instruction: Oral instruction was the sole medium of instruction during the Vedic and post Vedic period. Self Study: In the Vedic period, the students were instructed to take up self study and self experiment. They followed the Brahmayajna of self study. Self study increases the quality of independence and self confidence in the minds of the students. Curriculum: The Brahmans were taught Vedas and Vedangas, the art of warfare was taught to the Kshatriyas and agriculture, trade, art and crafts were imparted amongst the Vaishyas. Discipline: Self control and self-discipline by the students were very important during the stay at Gurukuls. Character formation and personality development were also very important. Well regulated life: The students in the Gurukuls had to observe celibacy and lead a well regulated routine life. Ultimate aim of self realization: The ultimate aim of education was to realise the self and to reach the goal to attain oneness with the ultimate reality. All round development: The main objective of Vedic education was all round development of personality - physical, mental, social, emotional and spiritual etc.
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1.6 MERITS AND DEMERITS OF VEDIC EDUCATION
Every educational system has if merits and demerits. Vedic education is no exception. Some of the points are enumerated below, Merits The Vedic education system was fully successful in all round development of personality of the students. It was broad based and touched all aspects of life. The Vedic education paid more attention to the development of character and behavior of the students. In the Gurukuls, strict discipline was followed to build up strong character of the students. Vedic education provided more practical knowledge than theoretical knowledge. Through this system of education, the students were equipped to lead a happy and fruitful practical life ahead. Vedic education had a strong role in developing a firm cultural bonding between all the sections of the society which is still prevalent in making ourselves citizens of a great nation. There was a very cordial teacher - pupil relationship during Vedic education. The teacher considered his pupils to be his own children and the pupils considered the teacher their spiritual father. Ample regards were bestowed to the Guru not only by the students but the whole society during those times. Demerits During the Vedic period, education was fully dominated by religion. Too much stress was laid on the role of religion in education. During the late Vedic period, the intensity of ritualistic aspects inside education increased to a very large extent and there was numerous growth of priest, the class which engaged with all types of ritualism which had a negative impact on attaining the ultimate goal of education.
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There was more or less no involvement of the Shudras (outer caste) in the Vedic system. Only Brahmins, Kshatriyas, Vaishyas and women in quite less number were given education. It was mostly dominated by casteism. Dogmatic beliefs were very much prevalent in the Vedic system of education. The people believed that whatever is written in the sacred texts were correct and they gave a blind eye towards reason and logic. In the Vedic period, lack of coordination between various branches of learning can be observed.
LET US KNOW Some of the Salient Features of Vedic Education are: Education for free, No State Control, High Status of teachers, Teachers like parents, oral medium of instruction, Self study, well regulated life and all round development of the individual. Some of the Merits of the Vedic Education System were all round development of personality of the students, strict discipline for building up strong character of the students, more practical knowledge than theoretical knowledge, developing a firm cultural bonding between all the sections of the society and a very cordial teacher - pupil relationship. Some of the Demerits of Vedic Education were-education was fully dominated by religion, no involvement of Shudras (outer caste) in Vedic system of education, Dogmatic beliefs were very much prevalent etc.
ACTIVITY 1.1 How would you like to differentiate the modern education system from the system of education that prevailed during the Vedic period. Give your views and arguments.
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......
1.7 LET US SUM UP
Education during the Vedic period was mainly concerned with imparting knowledge of the four Vedas i.e. Rig Veda, Sama Veda, Yajur Veda and Atharva Veda. The word Veda is derived from the Sanskrit root, 'Vid' which signifies 'Knowledge'. These knowledge were in the form of hymns which were necessary for every individual for leading a happy and prosperous life. The system of education that emerged from the Vedas and was based on the principles of these Vedas can be termed as the Vedic System of Education. It is mainly focused on the code of conduct for both teachers and the students. The main features of Vedic education was to enlighten the individual so that he or she can shine in every aspects of life. Education during the Vedic period aimed at the attainment of higher ideals and values in life. The main aim of education was the attainment of salvation (mukti/ nirvana) or self realisation. The aims of Vedic education were mainly based upon the principles of idealism. In the Vedic period, the methods of teaching were mainly the oral. There was no provision of imparting education through written texts or books. Knowledge was imparted through recitation of Vedic hymns. Apart from the oral method, importance was thinking (chintan) and reflection (manan). The teacher recited the hymns (mantras/shlokas)
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in a proper manner and the students were asked to recite the same with accurate precision. The curriculum in the Vedic period was mainly based on the theoretical and practical principles of the Vedas. The studies of the Vedas were compulsory but knowledge on various art and crafts were also imparted. In the Vedic system of education, much importance was given on discipline for the attainment of knowledge. The students, whether rich or poor, had to live in the guru's (teacher's) home, rightly called as Gurukul, for the attainment of knowledge and education. In the vedic period, the student teacher relationship (Guru Sishya Parampara) was very intimate. The post Vedic period commenced from 1400 BC to 600 BC or we can say that this period started from the end of Rig Vedic period to the beginning of Buddhism and Jainism. This period is also referred to as the Brahmanic or Upanishadic period. A gradual shift from austerity and sacrifices to ritualistic traditions was greatly observed in the post Vedic period. During the post Vedic period, the main aim of education was to realise the true knowledge and achievement of absolute (brahma). Real knowledge relates to the ultimate realisation of soul, absolute and the world. The curriculum in the post Vedic period was mainly based on the theoretical and practical principles of the later Vedas and other texts like Brahmanas, Aaranyakas, Upanishads etc. Discipline was the sole criteria for admission and attaining education from a teacher in Gurukul or Parishads. After upanayana ceremony, that was reserved for Brahmins, Kshatriyas, Vaishyas and women to a certain extent. They were admitted in the Gurukuls under the shelter and patronage of the guru. Some of the Salient Features of Vedic Education are: Education for free, No State Control, High Status of teachers, Teachers like parents, oral medium of instruction, Self study, well regulated life and all round development of the individual.
22 History of Education during Pre-Independence in India (Block 1) Vedic Education Unit 1
Merits of the Vedic Education System were all round development of personality of the students, strict discipline for building up strong character of the students, more practical knowledge than theoretical knowledge, developing a firm cultural bonding between all the sections of the society and a very cordial teacher - pupil relationship and some of the demerits of Vedic Education were education was fully dominated by religion, no involvement of Shudras (outer caste) in Vedic system of education, Dogmatic beliefs were very much prevalent etc.
1.8 FURTHER READING
1) Sharma, Urmila; Handbook of Vedic Education, Shubhi Publications, Gurgaon (2004). 2) Thakur, A.S.; Development of Education System in India, Shipra Publication, New Delhi (2009).
1.9 ANSWERS TO CHECK YOUR PROGRESS
Ans to Q No 1: The system of education that emerged from the Vedas and based on the principles of these Vedas can be termed the Vedic System of Education. It is mainly focused on the code of conduct for both teachers and the students. The main features of Vedic education was to enlighten the individual so that he or she can shine in every aspects of life. Ans to Q No 2: The main objective of education was the attainment of salvation (mukti/ nirvana) or self realisation. Ans to Q No 3: There are four Vedas- Rig Veda, Sama Veda, Yajur Veda and Atharva Veda. Ans to Q No 4: The post Vedic period commenced from 1400 BC to 600
History of Education during Pre-Independence in India (Block 1) 23 Unit 1 Vedic Education
BC or we can say this period started from the end of the Rig Vedic period to the beginning of Buddhism and Jainism. This period is also referred to as the Brahmanic or Upanishadic period. Ans to Q No 5: Gurukul is a type of ancient educational institution where the students had to stay along with their teachers (Guru) till completion of their studies. Ans to Q No 6: In general, the oral method was the main method of teaching used in Vedic Education System.
1.10 MODEL QUESTIONS
A) Short Questions (Answer each question in about 150-300 words) Q 1: Explain the different branches of the Vedic system of education. Q 2: Mention the aims and methods of the Vedic system of education Q 3: Explain brieflyabout the structure of curriculum during the Vedic period.
B) Long Questions (Answer each question in about 300-500 words) Q 1: Discuss the aims and objectives of Education in the Vedic and Post Vedic Period. Q 2: Describe the merits and demerits of Vedic Education. Q 3: Elaborate briefly the method of teaching in the Vedic Period of Education. Q 4: Write briefly about the Salient Features of Ancient Indian Education System. Q 5: Describe the role of the teacher in the Vedic Education System.
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24 History of Education during Pre-Independence in India (Block 1) UNIT 2 : BUDDHIST EDUCATION
UNIT STRUCTURE
2.1 Learning Objectives 2.2 Introduction 2.3 Education during the Buddhist Period 2.3.1 Meaning of Buddhist Education 2.3.2 Aims of Education 2.3.3 Methods of Teaching 2.3.4 Curriculum 2.3.5 Discipline 2.3.6 Role of the Teacher 2.4 Salient Features of the Buddhist Education System 2.5 Merits and Demerits of Buddhist Education 2.6 Let Us Sum Up 2.7 Further Reading 2.8 Answers to Check Your Progress 2.9 Model Questions
2.1 LEARNING OBJECTIVES
After going through this unit, you will be able to - identify the meaning of Buddhist Education System Know the Aims of Education in Buddhist period describe the methods of teaching, curriculum, discipline, role of the teachers in Buddhist period. state the salient features of Buddhist Education System identify the merits and demerits of Buddhist Education
2.2 INTRODUCTION
The Buddhist System of Education is one of the important systems of education which commenced from 600 BC and lasted for about twelve hundred years till 600 AD. Due to various loopholes in the Brahmanic or
History of Education during Pre-Independence in India (Block 1) 25 Unit 2 Buddhist Education
Vedic System of Education, the Buddhist philosophy emerged with much vigour, and with the able patronage of the royalty, it succeeded in creating a new space in all the sphere of Indian society including education. If we enumerate the weaknesses found in Vedic education, we come across issues related to dominance of caste with superior positions bestowed on the priests, harsh austerities, strict penance and much more importance on Sanskrit than to other vernacular languages including Pali. The core reason behind the emergence of Buddhist education was that Gautama Buddha regarded all weaknesses of the Vedic System of Education as futile and purposeless. He introduced some new principles related to religion, fundamental problems of life and mould religion in a new form; which the common people of that period accepted with a warm heart. The Buddhist system of education is based on the teachings of Gautama Buddha. Those teachings were so important that they remained as a source of inspiration for individual as well as social development of India. Buddhism like Hinduism can be rightly considered a philosophy, a religion, an education system and a way of life. After attaining Nirvana, Gautama Buddha realised that this human life was full of sorrow and pain; hence it was the sole aim of human life to attain salvation (Nirvana) by renouncing the world. Though we can see some outward discord between the two creeds (Vedic and Buddhist), both share some similarities related to the the doctrines of atma, sorrow, emancipation, karma and metaphysics. Probably, the most attractive feature of Buddhism has been the stress on the doctrine of golden mean or the middle path which avoids anything in its extremities. This was the very reason behind the popularity of this new creed that emerged in the Indian society. Like the gurukuls in the vedic period, Buddhist education started in the Monasteries or Viharas. The entire educational system was controlled and supervised by the Monks residing in the monasteries. Buddhist education encompassed both religious and secular types of education. Like the Vedic education system, the ceremony of initiation formed an integral part of Buddhist education system.This unit deals with the meaning of
26 History of Education during Pre-Independence in India (Block 1) Buddhist Education Unit 2
Buddhist education, its aims, salient features, methods of teaching, curriculum, discipline and merits and demerits of this system of education.
2.3 EDUCATION DURING THE BUDDHIST PERIOD
It is important to know actually what types of education and how the education system was prevailing during the Buddhist period in India. The concept of Buddhist education, its aims, curriculum, methods of teaching as well as the role of the teacher during the Buddhist period are discussed in the following sub sections. .
2.3.1 Meaning of Buddhist Education
The Buddhist education system was mainly based on the principles enumerated by Gautama Buddha. He found the way of eliminating human sufferings, thereby finding out a cure for the pain felt in human life and attainment of salvation (nirvana) through renouncing the worldly pleasures. The Buddhist philosophy believes in the law of karma. Which a person receives on the basis of his/ her past act, or we can say that the existence of man is the result of his past deeds. According to the Buddhist philosophy, the place of God is replaced by Karma as it is the one which governs the entire universe. The Buddhist philosophy is also known as Tripitakas. These tripitakas are Vinayapitaka (Rules of conduct) Suttapitaka (Buddha's sermons) Abhidhammapitaka (Exposition of philosophical theories) Buddhism gave way to a new form of education that leads to a noble life with moderation in aspects of life resulting in a fruitful and happy life. The whole Buddhist education system is based on four noble truths i.e. The Truth of Suffering (Kutai): The world is full of sorrows and sufferings. The Truth of the Cause of Suffering (Jutai): The truth behind cause of suffering is ignorance and karma. History of Education during Pre-Independence in India (Block 1) 27 Unit 2 Buddhist Education
The Truth of the Cessation of Suffering (Mettai): Elimination of all sorrows and sufferings through attainment of Nirvana. The Truth of the Path to the Cessation of Suffering (Dotai): The Noble Eight-fold path is the ultimate reality to exterminate all sufferings. The Noble Eight-fold Path of Buddhism comprises the core pillars of Buddhist Education System. These are as follows, Right Views: to keep ourselves free from prejudice, superstition and delusion and to see the true nature of life. Right Thoughts: to turn away from the evils of this world and to direct our minds towards righteousness. Right Speech: to refrain from pointless and harmful talk and to speak kindly and courteously to all. Right Conduct: to see that our deeds are peaceful, benevolent, compassionate and pure; to live the Teaching of the Buddha daily. Right Livelihood: to earn our living in such a way as to entail no evil consequences. Right Effort: to direct our efforts incessantly to the overcoming of ignorance and selfish desires. Right Mindfulness: to cherish good and pure thoughts for all that we say and do arise from our thoughts. Right Meditation: to concentrate our will on the Buddha, His Life and His Teaching. These eight- fold paths can be rightfully placed in the categories of discipline, meditation and wisdom, the three vehicles of learning. Through discipline, one can learn to control body and mind, through meditation, we can learn to unify our mind and through rigorous practice of discipline and meditation, we can attain the wisdom through which all ignorance and passions are eliminated and true enlightenment can be attained. In Buddhist system of Education, two important ceremonies
28 History of Education during Pre-Independence in India (Block 1) Buddhist Education Unit 2
were performed during their education period. These are Pabbaja and Upasampada ceremony. The Pabbaja ceremony was an initiation ceremony of the Buddhist monasteries. Pabbaja means 'going out'. This ceremony means the student had to renounce all his worldly and family relationships before enrolling in the monastery. After being admitted in the monastery, the student is known as Shraman. Upasampada ceremony was performed after receiving education for twelve years. After this ceremony, the Sharman is regarded as full-fledged member of the monastery. Buddhist education gave importance to equality to all irrespective of caste, gender, religion, status etc. Education is open to all and each and every one has the opportunity for self development and growth.
2.3.2 Aims of Education
According to the Buddhist System of Education, the main aim of education was to influence the younger generation of the society through the Buddhist principles. In addition, Buddhist aim of education was to train monks for spreading the Buddhist education among the common people. However, some other aims of education can be observed, which are as follows, All round development of personality: The chief aim of Buddhist education was all round development of personality which includes physical, mental, moral and intellectual development etc. Formation of Character: The Buddhist aims of education stresses more on the development of character of the students. For these, the students had to go through a very hard and rigorous life and observe celibacy. Religious development: In Buddhist education, topmost priority was given to religion. The chief aim of education was the propagation of religion and inculcation of religious feelings and it was considered the means of attaining salvation.
History of Education during Pre-Independence in India (Block 1) 29 Unit 2 Buddhist Education
Preparation for life: The Buddhist aim of education not only gives importance on religious knowledge but it also provides practical knowledge so that whenever the students entered the normal life, they should could be able to adjust satisfactorily in every steps of life. Social equality: The Buddhist aims of education stress on equality of educational opportunity to all sections of the society irrespective of caste, creed, religion, status etc.
CHECK YOUR PROGRESS Q 1: From when was Buddhist Education was started? ...... Q 2: Mention one important aim of Buddhist Education? ...... Q 3: What are the eight noble paths in Buddhist Philosophy? ......
2.3.3 Methods of Teaching
In the Buddhist system of education, the main importance was given on the development of purity of character. Proper Mental and moral development was emphasised to attain the state of Bodhisattva. For this, they emphasised different methods of teaching. Oral education: Though in the Buddhist period, the art of writing had been well developed, the main medium of instruction was through oral method. The teacher used to put questions from various texts that were learned by the students orally. Discussion: To impress the general public, or to win discussion or shastrartha, the power of discussion was considered very important.Therefore,discussion was another important method of teaching in the Buddhist period. 30 History of Education during Pre-Independence in India (Block 1) Buddhist Education Unit 2
Prominence of logical reasoning : In the Buddhist period, logic was considered an important method of teaching for the development of mental power and knowledge. The controversial matter could be well considered through the logical arguments or reasoning. Conferences: Conferences were organised on every full moon and the first day of the month in Buddhist sanghas. The monks of various sanghas assembled there and put forward their doubts freely and discussed different topics on various matters. Meditation: In the Buddhist system of education, meditation was considered an important method for the attainment of real knowledge. They used to meditate every day as their routine workout.
2.3.4 Curriculum
In the Buddhist system of education, the curriculum was mainly focused on religion. The sole aim of education was to attain salvation. So, they considered studying the religious books an important part of their daily life. This type of curriculum was only meant for the monks. Besides this, spinning, weaving, painting on the clothes, tailoring, sketching, accountancy, medicine, surgery and coinage were the other subjects of Buddhist education. In the primary stage of education, main emphasis was given on the teachings of 3 R's (reading, writing and Arithmetic). In the higher stages-religion, philosophy, military science, medicine, logic, metaphysics, study of Buddha in previous lives etc. were taught. In a nutshell, we can say that the Buddhist system of education revolved around Sutanta, Vinaya and Dhamma.
2.3.5 Discipline
Discipline in Buddhist System of Education was based on various laws that governed the Buddhist way of life. The students
History of Education during Pre-Independence in India (Block 1) 31 Unit 2 Buddhist Education
should abstain from any types of evils. Moral discipline through relinquishing any non - virtuous action was the centre point of Buddhist discipline. Acts like stealing, killing, sexual misconduct, hateful speech; idle gossip, malice, lying etc. were considered very degrading and harsh punishments were given to whoever gave indulgence to it. In various sutras, Buddha explains that it is better to die than to do immoral practice which destroys our opportunity to experience the ultimate goal of nirvana and to overcome the sufferings of rebirth. The students had to lead a well disciplined life in the Buddhist viharas during their stay. The teacher/s were empowered to expel students if any of them indulge had in immoral activities and been charged with misconduct.
2.3.6 Role of the Teacher
In the Buddhist education system, the role of the teacher is very prominent. The relationship between the teacher and the students was based on mutual reverence and affection. Like in the Vedic period, the pupil took utmost care in managing all the household activities. The teacher also took care of the students like his own children. The students accompanied the teacher as an attendant wherever he went. The teacher taught the students the lessons of etiquette, discipline, simplicity and abstinence. He explained all these virtues not only orally but also by practising it in reality. With exemplary dedication, the teachers led a life completely devoted towards the upliftment of the students. With a selfless ego, the teachers considered themselves as lifelong learners. Thus, in Buddhist system of education, the teacher encouraged the students to develop inner discipline and maintain a pious life.
32 History of Education during Pre-Independence in India (Block 1) Buddhist Education Unit 2
LET US KNOW The Buddhist education system is based on four noble truths i.e. The Truth of Suffering (Kutai), The Truth of the Cause of Suffering (Jutai), The Truth of the Cessation of Suffering (Mettai) and The Truth of the Path to the Cessation of Suffering (Dotai). The Noble Eight-fold Path of Buddhism comprises the core pillars of the Buddhist Education System and these are Right Views, Right Thoughts, Right Speech, Right Conduct, Right Livelihood, Right Effort, Right Mindfulness and Right Meditation. In the Buddhist Education System, different methods of teaching comprise Oral education Discussion, Prominence of logical reasoning, Conferences and Meditation.
2.4 SALIENT FEATURES OF THE BUDDHIST EDUCATION SYSTEM
Some of the salient features of the Buddhist system of education are, It was conducted in the Buddhist viharas or monasteries. In the Buddhist system of education, worldly pleasures, comfort and luxuries was strictly forbidden. The students had to undergo an initiation ceremony (pabbajja) after which they had to live in the monasteries with the monks for twelve years till they complete their education. The students had to lead a disciplined life under the care and guidance of the monks further restraining themselves from impure thought and conducts. At the end of their education, there was the second ceremony called Upasampada follwing which the students were qualified for a full- fledged monk or a Bhiksu. In the Buddhist system of education, ultimate goal was salvation (mukti) or Nirvana. History of Education during Pre-Independence in India (Block 1) 33 Unit 2 Buddhist Education
Education was carried out in natural surroundings with a pleasant ambience. In Buddhist system of education, the student had to maintain a hard life and maintain strict codes of morality. Emphasis was given on character development. Education for all irrespective of economic condition, caste and creed, gender was one of the important features of Buddhist education. There was a missionary zeal among the monks to spread the Buddhist philosophy and ideology across the world.
2.5 MERITS AND DEMERITS OF BUDDHIST EDUCATION
Some of the merits of Buddhist Education are as follows, The Buddhist Education System revolutionised the ancient Indian education system and laid a strong foundation of well organised and systematic education in India. The Buddhist Education System was free from narrow casteism and religious bindings as it was open for all sections of the society. Buddhist education was imparted in well managed viharas and monasteries Maintained by the dedicated monks. There was a cordial relationship between the teacher and the pupils and the teacher considered them their own children and the pupils also considered the teacher as their guardian and protector. In the viharas and monasteries, the pupils led a much disciplined life and the main importance was stressed upon character building and personality development. Some of the demerits of Buddhist Education are, Buddhist Education was administered in the Viharas and Monasteries and there was no proper arrangement for mass education. It was not suitable to sustain a happy life in a practical world. It gave over emphasis on miracles, prophecy, magic, fortune telling and other superstitions. The lack of God consciousness and more inclination towards pain
34 History of Education during Pre-Independence in India (Block 1) Buddhist Education Unit 2
and suffering with no emphasis towards pleasure and happiness in worldly things removed it from the heart of the citizens. More inclination towards worshipping Buddha than application of the Dharma in real life is one of the demerits of Buddhist Education.
LET US KNOW In the Buddhist system of education, worldly pleasures, comfort and luxuries were strictly forbidden. The students had to undergo an initiation ceremony (pabbajja) after which they had to live in the monasteries with the monks for twelve years till they would complete their education. The Students had to lead a disciplined life under the care and guidance of the monks and restraining themselves from impure thoughts and conducts. At the end of their education, there was the second ceremony called Upasampada where the students were qualified as a full fledged monk or a Bhiksu. In the Buddhist system of education, ultimate goal was salvation (mukti) or Nirvana.
CHECK YOUR PROGRESS Q 4: What type of methods was mostly followed in the Buddhist Education System? ...... Q 5: Mention two merits of the Buddhist Education System...... Q 6: How was the Teacher-Pupil Relationshi during the Buddhist Period of Education? ......
History of Education during Pre-Independence in India (Block 1) 35 Unit 2 Buddhist Education
ACTIVITY 2.1 Find out the differences between the modern education system and the system of education that prevailed during the Buddhist period. Give your views and arguments......
2.6 LET US SUM UP
The Buddhist System of Education is one of the important systems of education which commenced from 600 BC and lasted for about twelve hundred years till 600 AD. Due to various loopholes in the Brahmanic or Vedic System of Education, the Buddhist philosophy emerged with much vigour, and with the able patronage of the royalty, it succeeded in creating a new space in all spheres of the Indian society including education. The most attractive features of Buddhism have been the stress on the doctrine of golden mean or the middle path which avoids anything in its extremities. This was the very reason behind the popularity of this new creed that emerged in the Indian society. Like the Gurukuls in the Vedic period, Buddhist education started in the Monasteries or Viharas. The entire educational system was controlled and supervised by the Monks residing in the monasteries. The Buddhist education system was mainly based on the principles enumerated by Gautama Buddha. He found the way of eliminating human sufferings, thereby finding out a cure for pain felt in human
36 History of Education during Pre-Independence in India (Block 1) Buddhist Education Unit 2
life and attainment of salvation (nirvana) through renouncing the worldly pleasures. The Buddhist philosophy believes in the law of karma and it is known as Tripitakas. Based on four noble truths i.e. Kutai, Jutai, Mettai and Dotai and Eight-fold path, the Buddhist Education shows the ultimate reality to exterminate all sufferings. In the Buddhist system of Education, two important ceremonies were performed during their education period. These are Pabbaja and Upasampada ceremony. Lastly Buddhist education gave importance to equality to all irrespective of caste, gender, religion, status etc. Education was open to all and each and every one had the opportunity for self development and growth. Some of the aims of Buddhist Education are: all round development of personality, formation of character, religious development, preparation for life and social equality. Different methods of teaching like oral education, discussion, conferences and meditation were employed. The curriculum was mainly focused on religion and the sole aim of education was to attain salvation. Besides this, spinning, weaving, painting on the clothes, tailoring, sketching, accountancy, medicine, surgery and coinage were the other subjects of Buddhist education. In Buddhist education system, the role of the teacher is very prominent. The relationship between the teacher and the students was based on mutual reverence and affection. Some of the salient features of the Buddhist system of education are– it was carried out in the Buddhist viharas or monasteries and worldly pleasures, comfort and luxuries were strictly forbidden. Some of the merits of Buddhist Education were– it revolutionised the ancient Indian education system and laid a strong foundation of an well organised systematic education in India, it was free from narrow casteism and religious bindings and it was open for all sections of the society.
History of Education during Pre-Independence in India (Block 1) 37 Unit 2 Buddhist Education
2.7 FURTHER READING
1) Thakur, A.S.; Development of Education System in India, Shipra Publication, New Delhi (2009). 2) Chaudhuri, Rachita;Buddhist Education in Ancient India, PunthiPustak, Kolkata (2008).
2.8 ANSWERS TO CHECK YOUR PROGRESS
Ans to Q No 1: The Buddhist System of Education is one of the important systems of education which commenced from 600 BC and lasted for about twelve hundred years till 600 AD. Ans to Q No 2: One of the main aims of Buddhist Education was all round development of personality. The chief aim of Buddhist education was all round development of personality which includes physical, mental, moral and intellectual development etc. Ans to Q No 3: The Noble Eight-fold Path of Buddhism comprises the core pillars of Buddhist Education System and they are Right Views, Right Thoughts, Right Speech, Right Conduct, Right Livelihood, Right Effort, Right Mindfulness and Right Meditation. Ans to Q No 4: Some of the methods used in the Buddhist System of Education were: Oral education, Discussion, logical reasoning, Conferences and Meditation. Ans to Q No 5: Two of the important merits of Buddhist Education System are it revolutionised the ancient Indian education system and laid a strong foundation of an well organised systematic education in India and Buddhist Education System was free from narrow casteism and religious bindings and it was open for all sections of the society.
38 History of Education during Pre-Independence in India (Block 1) Buddhist Education Unit 2
Ans to Q No 6: The relationship between the teacher and the students was based on mutual reverence and affection. Like the Vedic period, the pupil took utmost care in managing all the household activities. The teacher also took care of the students like his own children.
2.9 MODEL QUESTIONS
A) Short Questions (Answer each question in about 150-300 words) Q 1: What is the basic value behind the Buddhist system of education? Q 2: Explain briefly the aims and obbjectives of the Buddhist system of education. Q 3: Discuss briefly the Curriculum followed in the Buddhist Education System. Q 4: What type of discipline was followed in the Buddhist Education?
B) Long Questions (Answer each question in about 300-500 words) Q 1: Discuss briefly the aims and objectives of the Buddhist Education. Q 2: Describe the Salient features of the Buddhist Education System. Q 3: Describe the merits and demerits of the Buddhist Education System. Q 4: Discuss the role of Teacher during the Buddhist period of education.
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History of Education during Pre-Independence in India (Block 1) 39 UNIT 3 : ISLAMIC(MUSLIM) EDUCATION
UNIT STRUCTURE
3.1 Learning Objectives 3.2 Introduction 3.3 Education during Islamic Education 3.3.1 Meaning of Islamic Education 3.3.2 Aims of Islamic Education 3.3.3 Methods of Teaching 3.3.4 Curriculum 3.3.5 Discipline 3.3.6 Role of the Teacher 3.4 Salient Features of Islamic Education 3.5 Merits and demerits of Islamic Education 3.6 Let Us Sum Up 3.7 Further Reading 3.8 Answers to Check Your Progress 3.9 Model Questions
3.1 LEARNING OBJECTIVES
After going through this unit, you will be able to: identify the meaning of Islamic education know the aims of education in the Islamic period describe the methods of teaching, curriculum, discipline, role of the teachers and types of institutions in the Islamic period state the salient features of Islamic education system identify the merits and demerits of Islamic education
3.2 INTRODUCTION
With the advent of Islamic or Muslim rule in India from 8th century AD, the Islamic or Muslim education slowly began to emerge as one of the most important forms of education from 10th century AD onward to
40 History of Education during Pre-Independence in India (Block 1) Islamic (Muslim) Education Unit 3 the middle part of 18th century AD i.e. before the commencement of British rule in India. After the loot of Mohammad Ghazni, Mohammad Ghori laid the foundation of Muslim rule in Northern India, though Qutubuddin Aibak of the Slave dynasty established the first Muslim rule in India. He was a very orthodox person and propagated only Islamic education by destroying Hindu and Buddhist places of worship and education. He built Islamic educational centres and mosques on the ruins. Various rulers after Qutubuddin like Illtutmish, Razia Sultana, Nasiruddin and Balban encouraged the scholars and paved the way for a strong foundation of Islamic (Muslim) education in India. After the Slave dynasty, the Khilji dynasty came to power. Jalaluddin Khilji was a scholar and he encouraged education in India, but to his utter astonishment, his successor Alauddin Khilji seized the lands possessed by the Maktabs and Madrassas, which in turn, led to a severe blow in the educational system of India. The Tughlaq dynasty after the Khilji dynasty promoted education and encouraged the Maktabs and Madrassas in spreading the knowledge of Islam amongst the masses. Ghyasuddin Tughlaq, Mohammad bin Tughlaq and Firoz Shah Tughlaq were the pioneers in establishing and promoting Islamic education to the great heights. Though the Tughlaq dynasty made various efforts towards spreading education throughout the region, the successor Sayyad dynasty rendered a negligible contribution towards the education system in the country. The education, culture and art were then revived to a certain extent under the rule of the Lodi dynasty. Bahlol Lodi was the prominent ruler who encouraged literary works besides his successor Sikandar Lodi and Ibrahim Lodi, who were also the lovers of art and culture. With the advent of the Mughal Empire in India led by Babur, education began to flourish. Babar was a great scholar of Turkish and Persian literature and he contributed immensely towards literature by writing his own autobiography "Babur Nama". His son, Humayun was also a lover of knowledge and literature and established a number of libraries for the
History of Education during Pre-Independence in India (Block 1) 41 Unit 3 Islamic (Muslim) Education
benefit of the people. The most prolific ruler of the Mughal empire was his son Akbar was professed that all religions are equal and should be tolerated. Besides, Akbar was a great lover of art and culture and he founded a new religion with the goodness of Hindu and Islam, called "Din-I-Ilahi". He encouraged all the systems of education prevalent in India during his rule. His successor, Jahangir and Shah Jahan encouraged education in India and had a liberal view but Aurangzeb the successor of Shah Jahan was very orthodox. He was a conservative ruler and he discontinued the liberal educational policy of Akbar and encourased only Islamic education in his kingdom. With the death of Aurangzeb, the successive rulers of the Mughal Empire were not so powerful and with the advent of the British in India, the signs of decay in the Mughal Empire were becoming prominent and there were no initiatives towards the development of education from the rulers of the Mughal Empire. Subsequently, Muslim education suffered a lot during this period and later it was overpowered by the British or Western (modern) education from the 19th century onward.
3.3 EDUCATION DURING ISLAMIC PERIOD
Education during the Islamic period had a significant impact on the education system in India as a whole. In the following sub sections, we are going to discuss the entire system of education that was prevalent during the Muslim period in India.
3.3.1 Meaning of Islamic Education
Islamic education is based on the teachings and principles laid down by Prophet Mohammad and the holy book, Koran. From historical records, it has been found that Islamic education started in India from the beginning of the 8thcentury AD. From the beginning of the Muslim rule in India, the rulers started establishing educational institutions based on the teachings of theKoran and Shariyat etc. Though largely inclined towards
42 History of Education during Pre-Independence in India (Block 1) Islamic (Muslim) Education Unit 3
religion, Islamic education had a great influence in the field of philosophy, medical science, vocational education etc. Islamic education is basically divided into two stages i.e. Maktab (primary education) and Madrassas (secondary or higher education). In the Maktabs, the study of the Koranhad to be made from the very beginning and children were supposed to be acquainted with the fundamental aspects of Islam. In case of the Madrassas, various rules and regulations of Islamic religion were taught in accordance with the Islamic philosophy, literature and history.
3.3.2 Aims of Education
Islamic education had multifarious aims like spreading the light of knowledge amongst the Muslims apart from spreading and propagating Islam amongst the masses. According to the Holy Prophet, spread of Islam was regarded as a religious and sacred duty of his followers. An important aim of Muslim education was the development of moral character amongst the students as per Islamic doctrines laid down in the holy scriptures of Islam. Islamic education also stressed upon vocational training so that the students could gain the ability to stand on their own feet after completion of studies. Islamic education also aims at preparing students so that they could become able administrators or rulers in future. This aspect was clearly observed in Akbar's educational policy. It also laid importance on building a strong character and personality amongst the students so that they could lead a fruitful life in the future.
3.3.3 Methods of Teaching
In the primary stages i.e. in the Maktabs, education was imparted through oral means with particular stress on recitation
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and memorisation of various "Qalmas". Whereas in the Madrassas, reading, writing and arithmetic were practised. Akbar introduced the scientific method of teaching and it helped the students in gathering practical knowledge for a fruitful life. Practical and Experimental methods of teaching were encouraged so that the students could learn physical education, medicine, mathematics, astronomy, mechanics etc. Analytical and Inductive methods of teaching were adopted in the Madrassas for higher education. Self-study by the students was also encouraged in the Muslim education system. Apart from the above-mentioned systems, discussions and seminars were also encouraged for better understanding of the subject matter.
3.3.4 Curriculum
In Muslim Education, Maktabs and Madrassas are the two most important institutions where religious as well as practical knowledge of life are imparted to the students. Maktabs are the primary institutions where religious knowledge is imparted.Besides, reading, writing and arithmetic,Arabic language as well as qalmas of the Koran arealso taught in the Maktabs.Moreover, emphasis was given to learn about the meaning of the Holy Koran. Other than these, Arabian as well as Persian scripts and its grammar were also taught in the Maktabs. Some knowledge on practical life were also imparted in the Maktabs. After completing education in the Maktabs, one could go for higher education that is taught in the Madrassas. The Madrassas are the higher educational institutions where religious as well as various subjects relating to the practical life are taught. The curriculum of the madrassas consist of religion i.e. Islam, Sufi philosophy, sermons delivered by the Muslim prophets, the study of medicines, history, geography, economics, political sciences, law and mathematics, literature etc. Some Muslim rulers were the lovers of art and music, so there was a branch completely
44 History of Education during Pre-Independence in India (Block 1) Islamic (Muslim) Education Unit 3
devoted to art, music and culture. Thus, it can be seen that the curriculum practised in the Madrassas encompasses a variety of subjects for the benefit of the students.
3.3.5 Discipline
Like in the Vedic and Buddhist periods, strict discipline was followed in the Muslim educational institutions in the Islamic period. The students were taught to maintain discipline both inside and outside the institutions. They were taught to maintain self- discipline in their life. If someone was found to be indisciplined, severe corporal punishment was given. The teacher was the sole authority to decide on the type of punishment to be given to the student. No one questioned the authority of the teacher in case of punishment inflicted regarding indiscipline. The students were afraid of receiving such type of punishments and as such,they obeyed the rules and regulations of the institution.
3.3.6 Role of the Teacher
Unlike in the Vedic and Buddhist periods, in the Islamic education, the students in the primary classes were not residing with their teachers and there was no such special relation between the teacher and the student in the Maktabs. However, after completing education in the Maktabs, the students enrolling in the Madrassas had to stay in the hostels attached with the residences of the teachers. The Pupil-Teacher relationship was cordial and the students paid respect to the teachers and served the teacher with utmost devotion like in the Vedic and Buddhist periods. The society paid special respect to the teachers. The teacher too loved his pupil and tried his best to provide best education to his students. He also tried to understand the various problems of the students and guide them in the right way for the all-round development of personality.
History of Education during Pre-Independence in India (Block 1) 45 Unit 3 Islamic (Muslim) Education
LET US KNOW
Muslim education is based on the teachings and principles laid down by Prophet Mohammad and the holy bookKoran. Islamic education is basically divided into two stages i.e. Maktab (primary education) and Madrassas (secondary or higher education). Islamic education had multifarious aims like spreading the light of knowledge amongst the Muslims apart from spreading and propagating Islam amongst the masses. In the primary stage i.e. in the Maktabs, education was imparted through oral means with stress on recitation and memorisation of various "Qalmas". In the Madrassas, reading, writing and arithmetic were practised. Like in the Vedic and Buddhist periods, strict discipline was followed in the Muslim educational institutions.
CHECK YOUR PROGRESS Q 1: What do you mean by Muslim Education? ...... Q 2: Since when did Muslim Education start? ...... Q 3: During whose rule, did Muslim Education reach its zenith? ......
3.4 SALIENT FEATURES OF MUSLIM EDUCATION SYSTEM
Now we shall go through some of the salient features of the Muslim Education System. They are as the following,
46 History of Education during Pre-Independence in India (Block 1) Islamic (Muslim) Education Unit 3
It aims at spreading Muslim religious education among the masses. It stresses the propagation of Islamic principles, laws, social customs and traditions based on Islam. Muslim education is provided by two institutions namely Maktabs and Madrassas. Maktabs provide primary education and Madrassas provide religious and higher education. Muslim education in India was encouraged by the rulers in different periods of Indian medieval history. They established various institutions and provided grants and scholarship to the students to encourage education as per the Islamic traditions. The Madrassas were the only higher educational institutions and in fact, no other institutions or universities provided higher education during the medieval period. The medium of instruction was mainly in Arabic and Persian languages in both the Maktabs and Madrassas. Strict discipline was followed in the Muslim educational institutions and the students who were found to be indisciplined were given corporal punishment by the teacher. Girl education was encouraged up to the primary level along with the boys. After that, they had to study higher education from their home. Purdah system was prevalent for the girls and they were not allowed to study along with the boys at the higher level. Military education was provided to the boy students for better administration of the kingdom. No examination system was prevalent during that period and the students were promoted to the higher classes as per the wish of the teacher.
3.5 MERITS AND DEMERITS OF MUSLIM EDUCATION
Some of the merits of Muslim Education are, Muslim Education gave stress on expanding education amongst the
History of Education during Pre-Independence in India (Block 1) 47 Unit 3 Islamic (Muslim) Education
masses and special attention was given on imparting compulsory education to the boys. Muslim Education maintains a proper coordination between religious as well as practical education. It gave importance on the character building as well as on the all- round development of the personality of the students. Special attention was given on the establishment of educational institutions and libraries for the expansion of knowledge of the common people. Special attention was given on imparting knowledge related to practical life like medicine, law, economics, political science etc. Some of the demerits of Muslim Education are, Muslim Education stressed the material prosperity and religious upliftment rather than higher intellectual development. Higher education among girls was not encouraged unlike in case of boys. No Universities were established for upliftment of higher education during that time. Much emphasis was given on learning Arabic and Persian rather than the other vernacular subjects of India. Corporal punishment had a negative effect on the students further hampering the development of a healthy and sound personality of the students.
LET US KNOW Madrassas were the higher educational institutions and no other institutions or universities provided higher education during the medieval period. The medium of instruction was mainly in Arabic and Persian languages in both the Maktabs and Madrassas. Girl education was encouraged up to the primary level along with the boys. After that, they had to study higher education from
48 History of Education during Pre-Independence in India (Block 1) Islamic (Muslim) Education Unit 3
their home. Purdah system was prevalent for the girls and they were not allowed to study along with the boys at the higher level. Muslim Education stressed the expansion of education amongst the masses and special attention was given on compulsory education for the boys.
CHECK YOUR PROGRESS Q 4: Mention two important features of Muslim Education...... Q 5: Write two merits of Muslim Education...... Q 6: Write two demerits of Muslim Education......
3.6 LET US SUM UP
With the advent of the Muslim rule in India from 8th century AD, Muslim education slowly emerged as one of the most important forms of education in India from 10th century AD onward upto the middle part of 18th century AD i.e. before the arrival of the British. Muslim education was patronised during the reigns of Muslim rulers starting from the slave dynasty to the Mughal dynasty. Muslim education is based on the teachings and principles laid down by Prophet Mohammad and the holy book, Koran. From historical records, it has been found that Islamic education started in India from the beginning of 8thcentury AD. Though largely inclined towards religion, the Islamic education had a great influence in the fields of philosophy, medical science, vocational education etc.
History of Education during Pre-Independence in India (Block 1) 49 Unit 3 Islamic (Muslim) Education
Islamic education is basically divided into two stages: i.e. Maktab (primary education) and Madrassas (secondary or higher education). Islamic education had multifarious aims like spreading the light of knowledge amongst the Muslims apart from spreading and propagating Islam amongst the masses. An important aim of Muslim education was the development of moral character amongst the students as per the Islamic doctrines laid down in the holy scriptures of Islam. This education also stressed upon vocational training so that the student have the ability to stand on his own feet after completion of his studies. In the primary stages i.e. in the Maktabs, education was imparted through oral means with particular stress on recitation and memorization of various "Qalmas". In the Madrassas, reading, writing and arithmetic were practised. Scientific method of teaching was introduced by Akbar and it helped the students in gathering practical knowledge for a fruitful life. Practical and Experimental methods of teaching were also encouraged to learn physical education, medicine, mathematics, astronomy, mechanics etc. Like in the Vedic and Buddhist periods, strict discipline was followed in the Muslim educational institutions. The students were taught to maintain discipline inside as well as outside the institutions. They were taught to maintain self-discipline in their life. If someone was found to be indisciplined, severe corporal punishment was awarded to that student. Unlike the Vedic and Buddhist periods, the students in the primary classes were not residing with their teachers and there was no such special relation between the teacher and the student in the Maktabs. But, after completing education in the Maktabs, the students enrolling in the Madrassas had to stay in the hostels attached with the residences of the teachers. The Pupil-Teacher relationship was cordial and the students paid respect to the teachers and served the teacher with utmost devotion like in case of the Vedic and Buddhist periods.
50 History of Education during Pre-Independence in India (Block 1) Islamic (Muslim) Education Unit 3
Some of the salient features of Muslim education were: mass propagation of Islam among the masses and the madrassas were the higher educational institutions and no other institutions or universities provided higher education during the medieval period. The medium of instruction was mainly in Arabic and Persian languages in both the Maktabs and Madrassas. Some of the merits of Muslim Education are that it stresses the expansion of education amongst the masses and special attention was given on compulsory education for the boys. Besides, Muslim Education maintains a proper coordination between religious as well as practical education. Lastly, some of the demerits of Muslim Education are: it stressed the material prosperity and religious upliftment rather than higher intellectual development. Higher education among girls was not encouraged unlike in case of the boys. In addition, no universities were established for upliftment of higher education and much emphasis was given on learning Arabic and Persian rather than other vernacular subjects of India.
3.7 FURTHER READING
1) Fahimuddin. (2004). Modernization of Muslim Education in India. New Delhi: Adhyayan Publishers and Distributors. 2) Thakur, A.S.(2009). Development of Education System in India. New Delhi: Shipra Publication.
3.8 ANSWERS TO CHECK YOUR PROGRESS
Ans to Q No 1: Muslim education is based on the teachings and principles laid down by Prophet Mohammad and the holy book, Koran. Though
History of Education during Pre-Independence in India (Block 1) 51 Unit 3 Islamic (Muslim) Education
largely inclined towards religion, the Islamic education had a great influence in fields such as philosophy, medical science, vocational education etc. Islamic education is basically divided into two stages i.e. Maktab (primary education) and Madrassas (secondary or higher education). Ans to Q No 2: With the advent of Muslim rule in India from 8th century AD, the foundation of Muslim education slowly emerged as one of the most important forms of education from 10th century AD onward upto the middle of the 18th century AD i.e. before the arrival of the British in India. Ans to Q No 3: During the rule of Emperor Akbar of Mughal dynasty, Muslim education reached its zenith. Ans to Q No 4: Two of the salient features of Muslim Education are-it aims at spreading Muslim religious education among the masses and Muslim education was provided by two institutions namely Maktabs and Madrassas. Maktabs provide primary education and Madrassas provide religious and higher education. Ans to Q No 5: Two of the merits of Muslim Education are-it maintains a proper coordination between religious as well as practical education and it gives importance on the character building as well as on the all round development of personality of the students. Ans to Q No 6: Two of the demerits of Muslim Education are-Muslim Education stressed the material prosperity and religious upliftment rather than higher intellectual development and Higher education among girls was not encouraged unlike in case of the boys.
3.8 MODEL QUESTIONS
A) Short Questions Q 1: Explain the aims and objectives of Muslim Education. Q 2: Write some characteristics of Muslim Education.
52 History of Education during Pre-Independence in India (Block 1) Islamic (Muslim) Education Unit 3
B) Long Questions Q 1: Discuss the different types of educational institutions that impart Muslim Education in India. Q 2: Discuss the role of the teacher in Muslim Education. Q 3: Describe the Curriculum of Muslim Education System. Q 4: Critically analyse the merits and demerits of Muslim education in India.
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History of Education during Pre-Independence in India (Block 1) 53 UNIT 4 : EDUCATIONAL ACTIVITIES OF CHRISTIAN MISSIONARIES AND EAST-INDIA COMPANY
UNIT STRUCTURE
4.1 Learning Objectives 4.2 Introduction 4.3 Educational Activities of the Missionaries in India 4.4 Centres of Missionary Education 4.5 Educational Activities of the Missionaries in Assam 4.5.1 Missionary Contribution Towards Assamese Language and Literature 4.6 Educational Activities of the East India Company 4.7 Let Us Sum Up 4.8 Further Reading 4.9 Answers to Check Your Progress 4.10 Model Questions
4.1 LEARNING OBJECTIVES
After going through this unit, you will be able to Describe the educational activities of the Christian missionaries in our country Familiarise yourself with the centres of missionary activities in India Describe the educational activities of the Missionaries in Assam Understand the contribution of the Missionaries towards Assamese language and literature Explain the various educational activities of the East India Company.
4.2 INTRODUCTION:
Quite a large number of Christian missionaries and missions
54 History of Education during Pre-Independence in India (Block 1) Educational Activities of Christian Missionaries and East-India Company Unit 4 played their commendable role in the history of modern education in India. They were primarily concerned with religion and the outcome of educational activities were based on popularising religion. The European trading companies also brought some Christian missionaries with them with a view to serving the spiritual need of their officers and workers. The company officials had given responsibility to the missionaries for promoting Christianity to people through the means of education. Accordingly, the missionaries spread education to fulfill their religious objectives. However, some missionaries were found to have taken up the task of education more seriously,as they devoted more time and energy for the cause of education. Subsequently, they contributed a lot to the development of modern educational system in India.This unit deals with the educational activities of the Christian missionaries in different regions of India. This unit will also throw some light on the educational activities of the East India Company.
4.3 EDUCATIONAL ACTIVITIES OF THE MISSIONARIES IN INDIA:
The Europeans from different countries started visiting India in connection with their trade since the last quarter of the 15th century AD. Here, they primarily established their commercial companies following the end of the Moughal Empire. Then, they founded business houses in the distant ports in India. The Portuguese came first. Vasco De Gama, the famous Portuguese sailor, landed at Calicut in the year 1498 AD. Afterwards, other Europeans such as the Dutch, the Danes, the French and the English poured into the country gradually. These races came to India mainly for trade and commerce. However, in due course of time, when their business flourished, they opened up their mind to occupy more territory of this country and influence the political field, taking advantages of the weaknesses of the political rulers of the country. The Portuguese and the British were, in this respect more successful. The East India Company that was established in the year 1601, entered into war with the Indian rulers and at length and succeeded in establishing its own empire in India.
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The European religious missionaries also started coming to India with the company people. The company officials entrusted the responsibility to the missionaries for spreading Christianity to people, through education. The missionaries also perceived wider scope for the spread of Christian religion through education in India. As Such, soon after their arrival, they established their schools aiming at the education of the children of their Anglo-Indian servants and spreading the Christian religion. At the same time, they converted many of the poor Indian people to Christianity, took the cause of primary education and established a number of 'Charity Schools.'The missionaries thought that it would be easier for them to make the Indians understand their religious theories and principles better if they got their education on the western lines. Gradually, the missionaries started educational institutions almost in all the towns of India through their own method of education. The East India Company also made education the means to spread Christianity, but they had to give it up due to political and administrative reasons. Thus, the advent of European missionaries introduced a new phase of education in our country and consequently, Indian education developed appreciably.
4.4 CENTRES OF MISSIONARY EDUCATION:
The centres of missionary activities in India can be divided into three different regions from the point of view of business, administrative, religious and educational activities. These centres are-Madras, Calcutta and Bombay. A brief description of the major educational activities of the missionaries may be presented below: MADRAS: Madras, now known as Tamil Nadu, was the first and major centre of educational activities of the Christian missionaries. In the beginning of 17th century, the Danish missionaries established their centre in Madras, Tanjore and Tricinopoly. In the year 1706, the Danes sent two German Bishops named Zigenbalg and Plustschau to Tranquebar, a Danish settlement in South India. They started educational activities at Tanqubar and extended their activities uptoTanjore, Madras and Tricinopoly. Plustschau and Schwartz 56 History of Education during Pre-Independence in India (Block 1) Educational Activities of Christian Missionaries and East-India Company Unit 4
continued the work after the death of Zigenbalg in the year 1719. The Society for Promotion of Christian Knowledge(SPCK), established in 1698, helped them in their mission when they did not receive financial assistance from Denmark. They used local language as medium of education to facilitate the spread of Christianity in India. They converted 50,000 into Baptists by religious conversion through education (Mukherjee, p.18). They started school for those boys who adopted Christianity, but they were taught through Tamil. The Danish religious preachers started separate schools for Muslims also. The first Charity School in Madras was established by Reverend Stevenson, a religious priest, in the year 1715. The SPCK also opened several Charity Schools to give education to children free of cost. Zigenbalg and Plustschau learnt Tamil and Portuguese language. With the assistance of Schultz, Zigenbalg translated the Bible into Tamil and wrote a book of Tamil Grammar. Besides these, a Tamil dictionary was also compiled. A printing press of Tamil and Roman script was established in 1712-13 and they distributed a large number of Tamil translations of the Bible among the people. They started a training college for teachers in 1716 at Travancore and the trained teachers were appointed in Madras for teaching English and the Bible to Tamil children. The number of Charity Schools and the school-going children increased rapidly. As there was a shortage of teachers, the senior students were engaged in teaching junior students. Consequently, a system of teaching was developed. A missionary, Dr. Andrew Bell, introduced this system of teaching in Madras in the later part of the century. This system was popularly known as 'Monitorial System' (Borua, P. 120). In this system, the senior students were engaged in teaching the junior students. Another type of school,called 'Sunday School', was opened by Dr. Bell in Madras. It remained open on Sunday only.
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CALCUTTA: Calcutta was the centre of administration of the East India Company along with trade and commerce. Bengal came under the Company rule in 1757, but the Company did not take the responsibility of education directly. The missionaries had naturally stepped up their activities and established 'Calcutta Free school Society' in 1789 and opened school for European children. Later on, such schools were extended to the Indian children also. It must be noted here that the missionaries in Bengal did not get freedom of their work unlike the missionaries in Madras. They had to struggle hard against the hostile attitude of the East India Company. In the history of education in Bengal, three illustrious personalities who belonged to Serampore Mission, deserve special mention. This mission was founded in 1799 chiefly under the initiative of John Clark Marshman, William Ward and William Carey. They were known as 'Serampore Trio'. Ward, Marshman and Carey worked hand in hand for the cause of education. Each of these three had distinctive qualities but all were guided by a common goal, i.e., education. Carey, originally a teacher in England reached India as a clergyman in 1793. He was a linguist, a scholar and an author. In 1801, Carey translated the New Testament in Bengali and composed a Bengali Grammar. In 1825, Carey's monumental work 'Anglo Bengali Dictionary' came out in four volumes. Ward was an expert in printing job. The 'Serampore Trio' established a printing press in 1800. It was destined to play an important role for propagating education and religious matters in printed form. Marshman's talent and energy had been chiefly oriented towards educational enterprise. He established a Boarding School at Serampore in 1810. More than 20 schools were set up by them in only 5 years time, and this number reached the figure 115 by 1817. Their most glorious achievement had been the initiation of the Serampore College, the first missionary college imparting instruction in Western knowledge and sciences through English in Bengal. The educational institutions organized by the 'Serampore Trio' had all been within 30 miles radius around Calcutta.
58 History of Education during Pre-Independence in India (Block 1) Educational Activities of Christian Missionaries and East-India Company Unit 4
BOMBAY: The Portuguese were the first Europeans who came to India and the main centres of Portuguese activities were Bombay, Goa, Daman and Diu. They undertook educational activities in Bombay during the 16th and 17th century. The Roman Catholic Mission started their educational activities at the Western sea coast of India and they established Primary schools for the sake of propagating their religion and educating the children of the Portuguese, the Eurasians and Indian converts. These schools were giving education in Portuguese, Christianity, Arithmetic, local languages and some handicrafts. The children of the poor people were also given food, books etc. if they agreed to be the followers of Christianity. The Portuguese can well be regarded as the founders of the modern system of education in India. The most eminent of all the early missionaries to come to India was St. Xavier. He was the follower of Schism of Jesuitism and did appreciable work in India in the field of education. In the year 1542, he preached Christianity by travelling on foot from village to village with a bell in hand. He established a press in Cochin and distributed small books related to Christianity in the villages. In1575, he founded a University, i.e., ST. Anne University at Bandra near Bombay. Another religious missionary was De Nobiley who called himself a western Brahmin and dressed himself like Indian ascetics as well as kept a Brahmin cook for food. His services for the cause of Christianity are remarkable(Rawat, P.122). The Portuguese established the first Jesuit College in 1575 at Goa, where 300 students received education. In 1580, more colleges were established at Goa and other places. According to Bernier, being influenced by Jesuit Bishops, Emperor Akbar started a Jesuit college in Agra, where the students of 30 families received education. In the 17th century, the downfall of the Portuguese started due to their policy of intervention in religious matters, which was strongly opposed by the Indians. They had to fight with the Marathis and were defeated and were driven out of their land. Their educational efforts also came to an end with it. In the later period,
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several missionaries like American Missionary, Church Missionary Society, Scottish and French Missionary Society had established schools in Bombay for the spread of education.
CHECK YOUR PROGRESS: Q 1: ...... , a Portuguese sailor landed at Culicut in the year...... Q 2: Who entrusted the responsibility of spreading education to the missionaries? Q 3: Name the type of school established by the missionaries. Q 4: Who established the first missionary centre in Madras? Q 5: What is Monitorial System? Q 6: Name the persons who were known as 'Serampore Trio'. Q 7: What were the main centres of Portuguese activities? Q 8: Write briefly about St. Xavier.
4.5 EDUCATIONAL ACTIVITIES OF THE MISSIONARIES IN ASSAM:
Assam came under the British rule in 1826 as a result of the Yandabo treaty between the East India Company and the Burmese soldiers. David Scott was the first agent of the Governor General to Assam. Until 1874, Assam was ruled by the company as an administrative part of Bengal. However, the Christian Missionaries started religious and educational activities even before the company's rule. The' Serampore Trio' of Calcutta deserves special mention here. In 1829, a branch of Serampore Mission was established in Guwahati. Before that in 1813, AtmaramSarma translated The Bible into the Assamese language with their initiatives. This book was the printed in Serampore press andbecame the firstever-printed book in the Assamese language. Francis Jenkins, the Commissioner of Assam, invited a group of American Baptist Missionaries to Assam in1836 to establish a centre in Sadia, the North Eastern part of the state. The leaders of this group of missionaries were Dr. Nathan Brown, Oliver Carter and Miles Bronson. 60 History of Education during Pre-Independence in India (Block 1) Educational Activities of Christian Missionaries and East-India Company Unit 4
Bronson had brought a printing machine with him and published textbooks for schoolchildren in local language. He also established a number of schools in that area. However, the local people suspected their activity and revolted against them. Therefore, they later shifted their centre to Jaipur and Sibsagar. These Missionaries were doing their pioneering work for the spread of English education in the Brahmaputra valley including Nagaon, Tezpur and Guwahati. They established a Baptist Church in Guwahati in 1845 and then also tried to spread Christianity among the people and give education. The female wing of the missionary had opened up 'Janata School' for the education of the women from Assam. In the first stage, they tried to bring out the girls from the aristocratic families to receive education. However, due to the conservative attitude of the people there was very poor response following which the system had to be closed. As they could not achieve the desired success in the valley, they proceeded towards the hilly regions of the state. The Welsh Presbiterian Mission had come to Assam in 1841 and established its head quarter in Shillong. They spread Christianity among the people of the area and opened schools for boys and girls in Khasia and Jayantia Hills. It is because of the educational activities of the Welsh Missionaries, the hill districts had attained higher percentage of literacy in Assam. They extended their activity to Surama valley, Lushai Hills and Nagaland. In the last quarter of the 19th century, the Church Missionary Society established their centre of educational activity among Kacharies living in Darang district. The latest Mission that entered in Assam was The Roman Catholic Mission. Their mission was to establish their centre of activity in Shillong, Haflong and Guwahati, in the first decade of the 20th century.
4.5.1 Missionary Contribution towards Assamese Language andLiterature
In the cultural history of Assam, the Christian Missionaries occupy a very special place. The East India Company had run its administration from Calcutta. Subsequently, they brought some
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workers from Bengal to run their administration in Assam. Unfortunately, these workers had misguided the company administration by saying that the Assamese language is a dialect and it originated from the Bengali language. Therefore, the Bengali language should be the medium of the state. Misguided by the concept, the company officials had introduced the Bengali language as the medium of education in Assam in 1836. However, it was only through the intervention of the American Missionaries that the mistake was corrected and the Assamese language was reintroduced as the medium in 1873. At this crucial moment, the American Missionaries had done commendable service for the survival and development of Assamese language and literature. The first 'Grammar of the Assamese by Kashi Ram Tamuli Phukan was published at the Mission Press in 1844. The first Assamese newspaper-'Arunodoi' was published from Sibsagar in 1846 by Nathan Brown. Miles Bronson had edited the first Assamese Dictionary-'Dictionary in Assamese and English' in1857 with 14,000 words. Besides these, the American Missionaries had encouraged two Assamese leaders Anandoram Dhekial Phukan and Gunabhiram Borua by providing all possible help and guidance in the struggle for survival of Assamese literature and culture. On the other hand, the first Assamese novel-'Kaminikanta' was published by G. S. Gurney in 1877. Again, the Missionaries translated the famous English book 'Pilgrim's Progress' into the Assamese language.Thus, the Missionaries contributed a lot towards the development of Assamese literature.
4.6 EDUCATIONAL ACTIVITIES OF THE EAST INDIA COMPANY
The British East India Company started in England in the year 1599 as a commercial company.By taking the permission letter, i.e., the charter from the Queen Elizabeth, the Company came to India in the year 1600. In 1608,they established its first centre in Surat, in the Western
62 History of Education during Pre-Independence in India (Block 1) Educational Activities of Christian Missionaries and East-India Company Unit 4 coastal area of India. At the beginning, the sole purpose of the Company was to spread business in different parts of India. At that time, they had to fight with the Portuguese to establish themselves. However, later on, their gradual development in trade and commerce and also due to peculiar political state of the country, it had to mould its fundamental policies on religious linesto some extent. The educational policy of the East India Company can be divided into two different parts, i.e., adopting the principles of religious education and adopting the principles of religious neutrality. Let us discuss these policies in details. Adopting the Principles of Religious Education: As stated above, at the initial stage, the Company had to remain busy in spreading its business in different parts of India and they did not take direct responsibility of education in India. Instead, they adopted a religious policy in order to reduce the influence of the Portuguese Missionaries. Their sole effort was mainly to spread Christianity among the local people. The company sent some priests to India for the spiritual welfare of its Christian workers. It also sent some Indian Christian to England for Church Ordination so that after returning to India they might convert the Indian people into Christianity. In 1659, the Court of Director of the Company allowed the European Missionaries to spread Christianity in India. The Company's Charter was renewed in 1698 and in this Charter; a new clause was introduced to facilitate Missionary education in India, known as the 'Missionary Clause'. According to this clause, the company had to appoint religious 'Chaplin" to continue religious activities in India. The company was advised to take at least two Christian priests in each ship boarded for India. The Charter also suggested the Company to establish schools for the children of the workers in factories and soldiers. This consequently led to the establishment of free charity institutions. Such schools were opened in Madras in 1715, in Bombay in the year 1718, and in Calcutta in 1731. Later on, these charity institutions were also established at
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Tanjore and Kanpur too, where preference was given to the Christian children in the matters of admission. Their main aim was to teach the three R's, i.e., reading writing and arithmetic. Along with it, education was imparted to teach Christian doctrines also. They considered it their sacred duty to provide education to the poor children. As such, the children belonging to the Anglo-Indians and other poor children also received education in these schools. These institutions were maintained generally by subscriptions and donations as well as by occasional grants sanctioned by the Company. It needs, however, to be mentioned that the Company did not undertake any clear educational responsibility. Adopting the Principles of Religious Neutrality: Towards the close of the 18th century, the Company introduced changes in its policy and imposed restrictions upon the activities of the Missionaries. From 1765, the Company had to adopt the policy of religious neutrality, instead of religious education, mainly due to administrative and cultural reasons. With the expansion of business in different areas of India, the Company not only became a political power but also became responsible for administration and education of the people. For running the administration in India, they felt the need of the educated Indian people and started to show sympathy towards Indian religion and culture. To receive support of the indigenous people, it started helping indigenous educational institutions of Sanskrit and Aarbi language. In 1785, Warren Hastings established 'Calcutta Madrassa' in Calcutta for encouraging higher education of the Muslims. In the same way, Jonathan Dunken established "BenarasSankrit College' in Benaras for the Hindus. The Company offered financial assistance to these institutions and appointed inspectors for their smooth functioning. Besides these, the company started Fort William College in Calcutta in 1800 and Saint George Collegein1818. Then they trained the English officers and workers in Indian languages. On June 1814, the Directors of East India Company issued a notification with an
64 History of Education during Pre-Independence in India (Block 1) Educational Activities of Christian Missionaries and East-India Company Unit 4
intention to encourage Hindu system of education. In 1823, a committee was appointed in Bengal to make arrangement for education. It tried its best to propagate education in all possible ways. In Bombay, East India Company tried to give encouragement to the Indian as well as the European system of education. It also started grant- in-aid system in order to control the working of the Indian system of education. It is clear from the above discussion that the East India Company adopted the policy of religious neutrality to get support from the Indian people and tried to encourage the indigenous system of education by introducing grant-in-aid system.
CHECK YOUR PROGRESS: Q 9: Name the year of Yandabo Treaty...... Q 10: Who were the leaders of American Baptist Missionaries? ...... Q 11: What was the first Assamese newspaper? ...... Q 12: In which year, was the British East India Company started in England? ...... Q 13: What is the "Missionary Clause' of the Charter of 1698? ...... Q 14: Why did the Company adopt the principle of religious neutrality? ......
History of Education during Pre-Independence in India (Block 1) 65 Unit 4 Educational Activities of Christian Missionaries and East-India Company
4.7 LET US SUM UP
The Europeans started visiting India since the last quarter of the 15th century A.D. They founded business houses in different parts of India. The Portuguese had come first and afterwards the Dutch, the Danes, the French and the English arrived in the country gradually. The European religious Missionaries started coming to India with the companies. They perceived wider scope for the spread of Christianity through education in India. They established schools for the children of the Anglo-Indian servants, and at the same time, converted many of the poorIndian people to Christianity. They took the cause of primary education and established a number of charity schools.Later on, the missionaries started educational institutions in different towns of India through their own method of education. Thus, the advent of European missionaries introduced a new phase of education in India. Madras, Calcutta and Bombay were the main centers of business, administrative and educational activities. Assam came under the British rule in 1826 as a result of Yandabo treaty between the East India Company and The Burmese soldiers. A group of American Baptist Missionaries came to Assam in 1836 and established a centre in Sadia. Nathan Brown, Oliver Carter and Miles Bronson brought a printing machine, published textbooks in local languages and tried to spread education in the Brahmaputra valley including Nagaon, Tezpur and Guwahati. The missionaries contributed towards the development of Assamese language and literature by publishing the first Assamese newspaper and the Dictionary and also by providing help and guidance to Assamese leaders like Anandoram Dhekial Phukan and Gunabhiram Barua in the struggle of survival of Assamese literature and culture. The educational policy of the East India Company can be divided into two parts. At the initial stage, the company encouraged the missionaries to spread Christianity among the local people and 66 History of Education during Pre-Independence in India (Block 1) Educational Activities of Christian Missionaries and East-India Company Unit 4
thereby facilitate missionary education. However, later on, due to administrative reasons, the company had to change its policy and adopted the policy of religious neutrality to get support from the Indian people.
4.8 FURTHER READING
1) Borua, J. (2011). Bharatar SikshaItihasar Adhyayan. L. B. S. Publications, Guwahati. 2) Mukerjee, S. N. (1979). Education in India: Today and Tomorrow. Acharya Book Depot, Vadodara. 3) Naik and Nurullah. (1996). A Student's History of Education in India. Macmillan.
4.9 ANSWERS TO CHECK YOUR PROGRESS:
Ans to Q No 1: Vasco De Gama, 1498 A.D. Ans to Q No 2: Officials of the East India Company. Ans to Q No 3: Charity School Ans to Q No 4: The Danish Missionaries. Ans to Q No 5: Monitorial System is a system of teaching introduced by Dr. Andrew Bell in Madras. In this system, the senior students were engaged in teaching the junior students. Ans to Q No 6: Ward, Marshman and Carey. Ans to Q No 7: Goa, Daman and Diu. Ans to Q No 8: St. Xavier was one of the early missionaries arriving in India. He was the follower of Schism. He did appreciable works in India in the field of education. In the year 1542, he preached Christianity by travelling on foot from village to village with a bell in
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hand. He established a press in Cochin and distributed small books related to Christianity among the villagers. Ans to Q No 9: 1826. Ans to Q No 10: Dr. Nathan Brown. Ans to Q No 11:. Arunodoi. Ans to Q No 12: 1599. Ans to Q No 13: According to the 'Missionary Clause', the company had to appoint religious 'Chaplin' to continue religious activities in India. The company was advised to take at least two Christian priests in each ship boarded for India. Ans to Q No 14: The company had to adopt the principle of religious neutrality due to administrative and cultural reasons. When the company become a political power, it also became responsible for administration and education of the people of India. They also felt the need of the educated Indians to run their administration. To receive support of the indigenous people, they started the principle of religious neutrality.
4.10 MODEL QUESTIONS
A) Short Questions (Answer each question in about 150-300 words) Q 1: Write short notes on: (a) Educational contribution of Andrew Bell (b) Serampore Trio (c) American Baptist Missionary in Assam (d) Principle of Religious Neutrality of the East India Company (e) Charity School
B. Long Questions (Answer each question in about 300-500 words) Q 1: "The beginning of present system of education in India can be traced to the effort of the Christian Missionaries." Discuss.
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Q 2: Describe the Missionary activities in Madras and Bengal. Q 3: Give an account of the Missionary activities in Assam. Q 4: Describe the literary and cultural contribution made by the Christian Missionaries in Assam. Q 5: Discuss the educational activities of the East India Company.
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History of Education during Pre-Independence in India (Block 1) 69 UNIT 5 : CHARTER ACT OF 1813
UNIT STRUCTURE
5.1 Learning Objectives 5.2 Introduction 5.3 Charter Act of 1813 5.3.1 Controversies between the Anglicists and the Classicists 5.3.2 Macaulay’s Minute. 5.3.3 Bentinck’s Educational Policy 5.4 Let Us Sum Up 5.5 Further Reading 5.6 Answers to Check Your Progress 5.7 Model Questions
5.1 LEARNING OBJECTIVES
After going through this unit, you will be able to: identify the significance of the Charter Act of 1813. explain the controversies between the Anglicist and the Classicist describe the resolution of Macaulay’s Minute.
5.2 INTRODUCTION
Although, before 1813, Missionaries and various religious groups had unofficially brought some basic education to the Indian masses it was through the Charter Act that a state system of education was officially introduced in India. In this unit, we are going to discuss and identify the significance of the Charter Act and Macaulay’s Minute during the British rule in India.
5.3 CHARTER ACT OF 1813
In the 18th century, it was the Christian missionaries from whom the Indian masses basically received religious education pertaining to 70 History of Education during Pre-Independence in India (Block 1) Charter Act of 1813 Unit 5
Christianity. But when the East India, Company came to India, they did not allow the missionaries to propagate of the religious education to the common people in India. Because they felt that the education from the missionaries would encourage religious sentiments among the people in India which could affect the business policy and the diplomatic role of the East India Company. Therefore, from 1793 to 1813, the company did not permit the missionaries to work for the Indian people. Thus, it created an agitation against the East India Company that the Company was opposed to the teachings of Christ and neglected education for the Indians. Interestingly, the agitation was supported by many in England and ultimately an education clause which is known as Charter Act of 1813 was introduced. Hence, this Act ultimately made a State system of Education in India. In this clause, the basic statement or condition of the British Government was : “It shall be lawful for the Governor-General-in-Council to direct that out of any surplus which may remain of the rents, revenues, and profits arising from the said territorial acquisition, after defraying the expenses of the military, civil and commercial establishments and paying the interest of the debt in manner hereinafter provided, a sum of not less than one lac of rupees each year shall be set apart for the revival and improvement of literature and encouragement of the learned natives of India, and for the introduction and promotion of a knowledge of the science among the inhabitants of the British territories in India.” Thus, it was the clause in which for the first time in the Indian soil; an amount of rupees one lac was allotted to expand the education of the Indians. This clause of the Charter Act of 1813 compelled the East India Company to accept responsibility for the education of the Indian people. As a result, from 1813 to 1857, the company opened many schools and colleges under their control which laid the foundation of the English system of education in India.
CHECK YOUR PROGRESS Q 1: Say true or false: (i) Charter Act is the first act of Indian education system.
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(ii)The Charter Act was formed in the year 1813. (iii) Macaulay’s Minute proposed to spend the funds for the improvement of oriental literature. (iv) Before the East India Company, the Missionaries played a strong role for the propagation of Christianity. (v)The Charter Act of 1813 could not compel the East India Company to take responsibility for the education of the Indian masses.
5.3.1 Controversies between the Anglicists and the Classicists
Although it was the first act through which the education system was formally laid down in India, yet it had created a controversy between the anglicists and classicists on the medium of instruction. Also the Charter Act of 1813 did not clarify the objectives of education and the methods for improvement of literature of the learned natives in India. The Charter Act had given stress on allotting the one lakhs rupees only; no specific regulations were granted for establishing the schools and colleges in India. The controversy arose mainly for the following reasons: Aims: Regarding the aims of education during that time, groups of people had different opinions. One group preferred the propagation of oriental literature, whereas the other group stressed the need to introduce western literature among the Indian people. In terms of agencies to be employed for organising the schools and colleges, there were also some forms of conflicts and controversies. One school of thought opined that missionaries should be an agency for educational management while another group believed that it will be better if Indians themselves played the role for conducting the educational institutions. The third school of thought recommended the establishment of the schools by the company itself. Regarding the medium of instruction there were also three 72 History of Education during Pre-Independence in India (Block 1) Charter Act of 1813 Unit 5
opinions. The first opinion was that the western sciences and knowledge should be promoted through the classical lanquage as a medium of instruction, namely Sanskrit and Arabic. The second school of thought favoured the modern Indian languages. Lastly, the third school of thought held that education should be given through the medium of English. Methods of education also created the controversy among the people of India. It was of two opinions regarding the methods. The first opinion was that education always filters down from the upper classes of the society to the common masses. It was known as ‘Downwards Filtration Theory’. The other opinion preferred that the company should themselves take the responsibility for educating the masses. In 1823, the Governor-General-in Council appointed a “General Committee of Public Instruction”, with the responsibility to grant the one lakh of rupees for education. That committee consisted of 10 (ten) European members of which Lord Macaulay was the president. The committee decided to spend major portions from the grant for the improvement of oriental literature. Interestingly, during that time, there was a rapid change in attitude towards the importance of English education, mainly due to the missionaries and the political influence of the English language. Therefore, for the Council of East India Company, the decision for granting the money faced a greater problem. The Court of Directors of the East India Company asked the Government of India to take the decision for spreading education. However, the Court was in favour of English education. In this way, the controversy went on for twelve years. Even, the General Committee of Public Instruction also was not able to decide on the medium of instruction by vote; because out of ten members, five were the supporters of the English lanquage or as the medium of instruction and the rest
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were supporters of oriental or classic lanquage as a medium of instruction. This is the famous Anglicist and Classicists controversy. Many Indians were not willing to accept European knowledge and science unless they were presented to them through the classical lanquages. Actually, the oriental party wanted to preserve the oriental learning in the existing educational institutions while the other group of anglicist party wanted to abolish the preservation of the oriental education.
CHECK YOUR PROGRESS Q 2: In which year, was the general Committee of Public Instruction formed? ...... Q 3: Who appointed the general Committee of Public Instruction? ...... Q 4: How many members are constituted by the Committee?
......
...... Q 5: What are the main reasons for the controversy of the anglicists and the classicists? ......
5.3.2 Macaulay’s Minute
As a president of the General Committee of Public Instruction, Lord Macaulay wrote a Minute on 2nd February 1835, where he made the conclusion regarding the controversy. Lord Macaulay stressed the implementation of the English language as a medium of instruction through his Minute. According to him, 74 History of Education during Pre-Independence in India (Block 1) Charter Act of 1813 Unit 5
English was the best medium of instruction. He held that this would enable the emergence of a class of people in the Indian society, who would be well versed in English language, western ideology, taste and opinion. This class would serve as a medium of contact with the great mass of Indian people who were culturally different from the English. This class would also be the agents of change of the great Indian society. By introducing the English lanuage for the education of the Indian masses, Macaulay’s opinion was that the public mind of India may expand under the English system and through the English language, it may educate the people into a capacity for better government. In the minute, Macaulay wrote, “We must at present do our best to form a class who may be interpreters between us and the millions whom we govern-a class of persons, Indian in blood and colour, but English in tastes, in opinions, in morals and in intellects.” Thus, from this Minute, Macaulay anglicised the education system in India as a whole so as to get benefits in their business policy. Actually, the Government of the East India Company wanted to educate some great Indians for profits in their own business through the Downward Filtration Theory. The theory means that the education was provided to a small portion of the people, and through them, education was conveyed to the masses. Hence, through this theory, the Minute had done partiality by giving education to some favourable persons as they liked to engage them in their business policy. In his Minute, Macaulay criticised the oriental learning as “a single shelf of good European library was worth the whole native literature of India and Arabic”. Macaulay believed that English should be introduced because it is a language of the ruling class and also because many higher classes of Indians were familiar about English language and culture. However, the contribution from Macaulay through his Minute was appreciated as the torch bearer in the path of progress by
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some people of the higher classes in India as well as by the Company. But Lord Macaulay was not free from criticisms. Some people in India had blamed Lord Macaulay by stating the Macaulay, took only the quick decision to promote the English language, not to be the torch bearer to create the desire for English education. Macaulay was also blamed by some Indians for his severe condemnation of oriental literature and religion. Thus, in lieu of the British rule over India, Lord Macaulay’s Minute was accepted by Lord Bentinck, the Governor –General of India and passed the resolution to accept the English language as a medium of instruction for the Indian education system.
CHECK YOUR PROGRESS Q 6: What do you mean by Downward Filtration Theory? ...... Q 7: Mention two basic criticisms against Macaulay’s Minute......
5.3.3 Bentinck’s Educational Policy
Lord William Bentinck accepted Macaulay’s Minute or opinions towards the lanquage of education for India on 7th March 1835. The orders or resolutions of Bentinck were: “His Lordship-in-Council is of the opinion that the great object of the British Government ought to be the promotion of European literature and science among the natives of India; and that all the funds appropriated for the purpose of education would be best employed on English education alone. But it is not the intention of His Lordship-in-Council to abolish any college or school of native learning, but no stipend shall be given to any student that may hereafter enter any of 76 History of Education during Pre-Independence in India (Block 1) Charter Act of 1813 Unit 5
these institutions, and when any professor of oriental learning shall vacate his situation, the committee shall report to the Government the number and state of the class in order that the Government may be able to decide upon the expediency of appointing a successor. It has came to the knowledge of the Governor-General in- Council that a large sum has been expanded by the committee on the printing of oriental works; his Lordship-in- Council directs that no portion of the funds shall hereafter be so employed. His Lordship-in-Council directs that all the funds which these reforms will leave at the disposal of the committee be henceforth employed in imparting to the native population a knowledge of English literature and science through the medium of the English lanquage; and his Lordship-in-Council request the committee to submit to Government with all expedition, a plan for the accomplishment of this purpose.”
LET US KNOW The Bentinck Policy made the resolution of Macaulay’s views on the stress of English language as a medium of instruction. In the orders of Bentinck’s policy, the whole focus was given to the investment of all the expenditure of education in improvement of English literature and science only. The resolution made by Bentinck, ordered to ban investing any fund on the printing of oriental works. Another resolution was that, a vacant post of any teacher in oriental learning would be filled only after the Government finds it expedient. Thus, these orders discussed above confirmed the inplimentation of English as a medium of instruction. As a result of the resolution; there were established Zilla schools
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in the Principal towns of the presidencies where literature and science were taught through the medium of the English lanquage. The policy of Lord William Bentinck stopped all expenditure on vernacular teaching, as a result of which schools, the use of vernacular lanquage as a medium of instruction in the Government Schools was prohibited.
CHECK YOUR PROGRESS Q 8: In which year was the resolution on Macaulay Minute passed by the Governor General? ...... Q 9: What are the main resolutions or orders of Bentinck policy? ......
5.4 LET US SUM UP
The Charter Act of 1813 made a State system of Education in India officially. The Charter Act of 1813 compelled the East India Company to accept responsibility for the education of the Indian people by granting one lac rupees. Regarding the way of spending money for education, there was a controversy between the Anglicists and Classicists in terms of the aims of education, agencies of education, medium of instructions and methods. As a president of General Committee of Public Instruction, Lord Macaulay wrote a Minute on 2nd February 1835, where he gave the conclusion regarding the controversy. Macaulay concluded the controversy by acquiring English lanquage
78 History of Education during Pre-Independence in India (Block 1) Charter Act of 1813 Unit 5
as a medium of instruction through his minute. By introducing the English lanuage for the education of the Indian masses, Macaulay opined was that the public mind of India may expand under the English system and through the English language it may educate the people so that they could help the government. Macaulay developed the policy of Downward Filtration Theory and through it; he had done of partiality in giving education to the Indian masses. Some people of higher classes in India and the East India Company appreciated Macaulay as the torch bearer in the path of progress Lord Macaulay submitted his Minute to Lord William Bentinck who was the Governor General of that Council. Lord William Bentinck passed the resolution of the Macaulay’s Minute on 7th of March 1813, where all the funds allotted for Indian education should be disbursed only in favour of the English language.
5.5 FURTHER READING
1) Saikia, S. (1998): History of Education in India, Guwahati Manik Prakash Publications. 2) Singh, Y.K.(2005): History of Indian Education System, PHI 3) Ghosh, S.C. (2007) History of Education in India, Rawat Publications.
5.6 ANSWERS TO CHmECK YOUR PROGRESS
Ans to Q No 1: i.Yes ii.Yes iii.No iv.Yes v.No. History of Education during Pre-Independence in India (Block 1) 79 Unit 5 Charter Act of 1813
Ans to Q No 2: In 1823, the General Committee of Public Instruction was formed. Ans to Q No 3: The Governor-General-in Council appointed the General Committee of Public Instruction. Ans to Q No 4: The General Committee of Public Instruction was constituted by ten members. Ans to Q No 5: Aims of education, agencies, medium of instruction and methods of education were the basic reasons for which the controversy between the Anglicists and Classicists took place. Ans to Q No 6: Macaulay developed the Downward Filtration Theory. Downward Filtration Theory means that education was provided to a small portion of the people, and through them, education was conveyed to the masses. Ans to Q No 7: Macaulay was criticised basically on two grounds. Macaulay took only the quick decision to promote the English language, not to be the torch bearer to create the desire for English education. Macaulay was also blamed by some Indians for condemning oriental literature and religion. Ans to Q No 8: On 7th March 1835, the Minute of Lord Macaulay was passed as a resolution by the Governor General. Ans to Q No 9: The main resolutions of Bentinck’s policy are following on the: i) English to become the medium of instruction in Indian education. ii) A total ban on investment of any fund on printing of oriental works. iii) Investment of all funds for education shall be made for the improvement of English literature and science only. iv) A vacant post of any teacher in oriental learning would be filled only after the Government finds it expedient.
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5.7 MODEL QUESTIONS
A) Very Short Questions (Answer each question in about 50 words) Q 1: What was the significance of the Charter Act the first act of Indian education system? Q 2: What do you mean by the Anglicist amd Classicist controversy? Q 3: What was the best resolution of Macaulay’s Minute? Q 4: What was the basic importance of General Committee of Public Instruction? Q 5: What do you mean by Downward Filtration Theory?
B) Short Questions (Answer each question in about 150 words) Q 1: Macaulay was appreciated as ‘the torch bearer in the path of progress’, Explain. Q 2: What were the main reasons for the controversy of the anglicists and classicists? Q 3: How would you like to criticise the relevance of the Macaulay’s Minute on the education system of India?
C) Long Questions (Answer each question in about 300-500 words) Q 1: Do you think that the Charter Act of 1813 is a significant act of the Indian education system? Discuss. Q 2: What was the basic opinion of Macaulay’s Minute? How did Macaulay solve the Anglicist and Classicist controversy through his Minute? Q 3: What were the basic resolutions of the Bentinck’s policy of 1835?, Describe the resolutions in details. Q 4: Discuss the impact of the Bentinck’s policy on the Indian education system.
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History of Education during Pre-Independence in India (Block 1) 81 UNIT 6 : WOOD DESPATCH OF 1854
UNIT STRUCTURE
6.1 Learning Objectives 6.2 Introduction 6.3 Historical Events Leading to the Despatch 6.4 Recommendations of the Despatch 6.5 Evaluation of the Despatch 6.5.1 Merits of Wood Despatch 6.5.2 Demerits of Wood Despatch 6.6 Let Us Sum Up 6.7 Further Reading 6.8 Answers to Check Your Progress 6.9 Model Questions
6.1 LEARNING OBJECTIVES
After going through this unit, you will be able to :- identify the historical events leading to the Wood’s Despatch. describe the various recommendations of Wood’s Despatch. identify the merits and weaknesses of the Despatch and its impact on the Indian Education System.
6.2 INTRODUCTION
In the previous unit are the discussed Lord Macaulay’s Minute of 1835 and the educational policy of Lord William Bentinck, which was founded on the educational views of Macualy. This unit deals with Wood’s Despatch of 1854. The Despatch is a very important educational document and holds a unique place in the history of Indian education. It placed the responsibility of education of the Indian people fully on the company and stated quite explicitly that it must never be neglected. The Despatch gave new direction to education in India and in a way this direction has its clear impact on today’s education in the country.
82 History of Education during Pre-Independence in India (Block 1) Wood Despatch of 1854 Unit 6
In this unit, shall will discuss the historical events leading to the Despatch, recommendations of the Despatch, its merits and weaknesses and finally the impact of the Dispatch on the Indian Education System.
6.3 HISTORICAL EVENTS LEADING TO THE DESPATCH
Let us discuss the events that led to the preparation of the Despatch of 1854. It is known to us that the Charter of the East India Company had to be renewed after every twenty years. Accordingly, while renewing the Charter in 1833, the British Parliament increased the sum of money to one million yearly from the one lakh in 1813 to be sent on education in India. When the time for renewal came in 1853, education in India had faced numerous problems. The directors of the company decided to lay down a definite policy for education in India. Therefore, it became necessary to make a comprehensive survey of the entire field of education. As such, a Selection Committee of the British Parliament was set up in order to institute an enquiry into the measures for their reforms. The Committee studied the issue thoroughly and reported that the question of the Indian education should not be ignored and its development will not be in any case harmful to the British Empire. The suggestions of the Committee were favourably considered by the Board of Directors. Sir Charles Wood was the president of the Board of Control. Therefore, the declaration issued on July 19, 1854 was known as “Wood’s Despatch”, although it is said that the Despatch was written by the famous thinker John Stuart Mill, a clerk of the company at that time. On the basis of the recommendations of the Wood’s Despatch, new educational policies were formed.
LET US KNOW The East India Company had to renew its Charter after every twenty years. Before renewing the Charter in 1853, the British Parliament constituted a Selection Committee to enquire into the Progress of education in India and suggested reform. The suggestions of the Committee
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were issued as a Charter of Education on July 19, 1854. Charles Wood was the president of the Board of Control. So, this is known as the Wood’s Despatch of 1854.
6.4 RECOMMENDATIONS OF THE WOOD’S DESPATCH
Wood’s Despatch is a long document of 100 paragraphs and deals with the various aspects of great educational importance. Now we will discuss the recommendations one by one. Aims and Objectives of Educational Policy: The Despatch first throws light on the aims and objectives of the educational policy of the Company in India. It gave highest priority to the responsibility of Indian Education over all other responsibilities of the Company. The Despatch had the following objectives in view: To impart Western knowledge, information about the western culture to the Indians. To educate the natives of India so that a class of public servants could be created. To promote intellectual development and also raise the moral character of the young generation. To develop practical and vocational skills of the Indians people so that more and more articles could be produced and also to create a good market for consumption of those goods. Department of Education: The Wood’s Despatch, for the first time, recommended the creation of a Department of Public Instruction in each of the five provinces namely Bengal, Bombay, Madras, the Punjab and the North Western provinces. The head of the Department would be called the Director and he was to be assisted by a number of inspectors. The D.P.I. had to submit an annual report to the government about the educational progress in his province. Expansion of Mass Education: Another major recommendation of the Despatch was expansion of mass education. It was observed that the common people were deprived of educational opportunities 84 History of Education during Pre-Independence in India (Block 1) Wood Despatch of 1854 Unit 6
and therefore much emphasis was given on the increase of setting up primary, middle and high schools. The Downward Filtration Theory as proposed earlier was discarded, and in its place, importance to primary education was given. Elementary education was considered to be the foundation of the education system. Establishment of Universities: The Despatch recommended the establishment of universities in the three Presidency towns Calcutta, Bombay and Madras. The universities were to be modeled after the London University and these were to have a senate comprising of a Chancellor, a Vice-Chancellor and fellows who were nominated by the Government. The Universities would confer degrees to the successful candidates after passing the examinations, (of Science or Arts Streams) conducted by the Senate. The universities were to organise departments not only of English but also of Arabic, Sanskrit and Persian, as well as law and civil engineering. Grant-in-aid system: The Wood’s Despatch recommended the sanction of a grant-in-aid system in the Indian educational system. To educate the large number of people of India was a difficult task and so the grant-in-aid system was adopted by the government. Grants were given to those schools and colleges which satisfied the conditions given below:- The schools must provide secular education. The school management should run the school well. The school should agree to state inspection from time to time. The schools should follow any rule prescribed by the government for the regulation of the grant. The school must charge fees from the students. Grants were given to the schools for increasing the salaries teachers, construction of school buildings, granting scholarships to students, improving conditions of literaries, opening of science department etc. Teaching of Language: The Wood’s Despatch gave importance to teaching of English, but at the same time, it also stressed on the
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teaching of Indian languages. The Despatch realised that any acquaintance of European knowledge could be communicated to the common people and that could be conveyed to them only through learning their own mother tongue. Therefore, the Despatch clearly stated that Indian languages as well as English should be used as media of instruction. Education of Women: The Despatch recommended that the government should always support education for women. The Wood’s Despatch stated, “The importance of female education in India cannot be over rated; and we have observed with pleasure the evidence which is now afforded of an increased desire on the part of many of the natives of India to give a good education to their daughters. By this means a far greater proportional impulse is imparted to the educational and moral tone of the people than by the education of men”. The Despatch also encouraged the private enterprises to promote women education.The schools for girls were to be included among those to which grants-in-aid would be given. Training of Teachers: The Wood’s Despatch recommended the establishment of teacher training schools in each of the provinces. There should be training schools for teachers of engineering, medicine and law. The qualified teachers should be given better pay scales. The Despatch further emphasised the provision of scholarships to the teachers during their training period. Professional Education: The Wood’s Despatch encouraged professional education. It recommended the establishment of medical, engineering law and other institutes of professional education. The Despatch stated that in order to develop vocational efficiency of people and also to make people realise that the British rule was progressive. Another reason for the encouragement of vocational education was to control the problem of unemployment. Introduction of network of Graded Schools all over India: The Wood’s Despatch recommended for the establishment of a network of graded schools all over the country. At one end were the
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universities and the colleges, on the other were the high schools followed by the middle schools primary schools, both government and indigenous. Both the Anglo-vernacular and vernacular schools were to be included in the same class. This system was recommended in order to enable an individual to receive higher education after completing the different levels of schools education.
LET US KNOW The main objective of Wood’s Despatch was to educate the Indian people in order to create a class of civil servants. It also wanted to impart Western knowledge and information about Western Culture to the Indian people. The Wood’s Despatch recommended for the first time, the creation of Department of Education in Bengal, Madras, Bombay, Punjab and the North Western Provinces. The Despatch recommended the promotion of mass education by establishing schools, both public and private. The Wood’s Despatch recommended the establishment of three universities in the Presidency towns of Calcutta, Bombay and Madras on the model of the London University. The grant-in-aid system was recommended by the Wood’s Despatch The Despatch wanted to promote the study of English as well as Indian regional languages and classical languages like Arabic, Persian and Sanskrit. The Wood’s Despatch supported women education. Importance of training of teachers was realised by the Despatch and so it recommended the establishment of teacher training institutes. It also suggested the improvement of working condition and salaries of teachers. The Wood’s Despatch also encouraged professional education.
History of Education during Pre-Independence in India (Block 1) 87 Unit 6 Wood Despatch of 1854
CHECK YOUR PROGRESS Q 1: What were the main objectives of the Wood’s Despatch? ...... Q 2: Mention five main recommendations of Wood’s Despatch......
6.5 EVALUATION OF WOOD’S DESPATCH
Now we are familiar with the recommendations of the Despatch of 1854. We have observed that the Despatch includes a number of valuable and fundamental recommendations for future educational development in India. It gave new direction to education and laid the foundation of the present Indian educational system. It solved many old educational issues like gradation of education, medium of instruction and proposed new schemes for future educational development in India with far reaching consequences. However, it can not be said that it is free from defects. the following are the merits and demerits:
6.5.1 Merits of Wood’s Despatch
The merits of the Despatch are discussed in the following points: The Wood’s Despatch started a new era in the Indian education system by clearly defining the objectives of education. It made the Government realise the importance of education for the people. It presented a comprehensive scheme of education embracing primary, secondary and higher education. It recommended the creation of a separate Department of Public Instruction in five provinces and appointment of a Director to head the Department. 88 History of Education during Pre-Independence in India (Block 1) Wood Despatch of 1854 Unit 6
The principle of Downward Filtration Theory was discarded by the Wood’s Despatch and it encouraged the promotion of mass education; it recommended the establishment of indigenous schools. By the grant-in-aid system, many schools were benefited, the quality of education improved and private organisations were encouraged to open new schools. The Despatch encouraged higher education by recommending the establishment of universities in Calcutta, Bombay and Madras. The Wood’s Despatch emphasised the necessity of vocational education. The Despatch recommended the importance of establishing teacher’s training institutes to improve the quality of teachers and also to improve their conditions and salary. The Despatch recommended scholarships for the poor and deserving students. Language teaching was encouraged by the Despatch; as a result, regional languages and classical languages were taught in the schools.
LET US KNOW The Wood’s Despatch was a historical document because of its merits. They are given below :- For the first time, the government seriously realised the importance of a well planned education system. It recommended the creation of a Department of Public Instruction and appointed a Director to head the Department. It recommended the establishment of both government and indigenous schools to promote mass education. The Despatch also recommended the establishment of three universities to higher education.
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The Despatch encouraged vocational education and also training for teachers. The Wood’s Despatch recommended the teaching of English and Indian regional languages as well as classical languages like Arabic, Persian and Sanskrit.
CHECK YOUR PROGRESS Q 3: What were the merits of Wood’s Despatch? ......
6.5.2 Demerits of Wood’s Despatch
The demerits of the Wood’s Despacth are given below: The Despatch, in reality promoted Western literature and knowledge and the government offices persons educated in English. The education planning and management schemes remained only in black and white. It neglected general education. Only the privileged class received education. Indigenous schools remained neglected. Priority was given to people educated on English pattern with regard to government posts. M. R. Paranjpe stated that, “the authors did not aim at education for leadership, education for the industrial regeneration of India, education for the defence of the motherland, in short, education required by the people of a self- governing nation.” Departments of Education were opened in the five provinces but they could not promote the real interest of education. The system of grant-in-aid did not operate in the proper sense, i.e., there was always the paucity of funds, the irregularity of their release and biased attitude towards the privately managed schools. The idea of providing vocational education as advocated by 90 History of Education during Pre-Independence in India (Block 1) Wood Despatch of 1854 Unit 6
the Despatch, was in reality absent. People were facing the problem of unemployment and this is persisting even today. The Wood’s Despatch had a partial attitude towards the Christian missionaries; Christian religious books were easily made available to the students, in the libraries. The three universities were modelled on the London University and the Government’s policy of nominating members to the senate was biased. Therefore, higher education was not related to Indian conditions. The Despatch succeeded in only producing a class of clerks and accountants. The Wood’s Despatch could not remove the imbalance in the Indian education system. The rich people sent their children to English medium schools, and the government gradually stopped financial aid to the indigenous schools and so the very existence of these schools became shaky. It failed to develop character initiative and leadership the among students. However, it must be noted that inspite of all the limitations, the Wood’s Despatch was recognised as the Magna Carta of Indian Education.’ The objective of the Despatch was very sincere but the government could not implement the various suggestions and recommendations. The Department of Education was created in the five provinces with a DPI, inspectors and other officers. In 1857, three universities were also established in Calcutta, Bombay and Madras. The main provisions of the document were of great historical importantance. It provided a boost to secondary education and to some extent to primary education also. It was however observed that some of the most important recommendations of the Despatch were not carried out for a long time and some were given effect in a distorted form. During the first thirty years after the Despatch, the number of government
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institutions gradually increased and other than the Christian Missionaries other private enterprise were not encouraged. As education spread and new ideals of social service emerged, Indian private enterprises began and multiplied but the government was not prepared to hand over its schools and colleges to Indian management as it had little faith on the Indians’ capacity and managerial skills. Plans to spread mass education were not realised nor were vernacular high schools established. It was painful to observe that the Despatch, to an extent, thought of India as a supplier of raw materials for British industries and the consumer of the finished products of England. The Indians never recognised the Wood’s Despatch as a ‘Magna Carta’ as it did not sincerely promote universal literacy. The promoters of the Despatch could not visualise the progress of Indian aspirations even after a century. The Sepoy Mutiny happened in 1857 and soon after, the East India Company was dissolved and the government came directly under the British Crown. As a consequence, efforts were made to consolidate the empire and education was somewhat neglected.
LET US KNOW Demerits of the Wood Despatch: The Wood’s Despatch could not manage the education system well. Mass education did not become a reality. The grant-in-aid system did not work well as there was paucity of funds and irregularity of the release of funds. The Despatch was more intersted in promoting Western knowledge and culture. The Department of Public Instruction could not promote the interest of education and the education in the universities could not be related to Indian conditions.
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The Despatch did not promote vocational education as was required. In fact, the idea was postponed indefinitely. Women education continued to be neglected. The Despatch produced a class of clerks and accountants but did not develop the character and leadership qualities among students.
CHECK YOUR PROGRESS Q 4: Mention four main demerits of the Wood’s Despatch...... Q 5: What was the impact of the Wood’s Despatch on Indian education? ......
6.6 LET US SUM UP
In the 1853 renewal of the Charter Act, it was realised that a systematic pattern of education was necessary for India. As a result the Wood’s Despatch was issued, with Sir Charles Wood as the President of the Board of Control of Education. The main objective of the Despatch was to impart Western knowledge to the Indian people and also to develop their intellect and moral character. For the first time in India, the Wood’s Despatch recommended the creation of a Department of Public Instruction in five provinces. A major recommendation of the Wood’s Despatch was to spread education among the common people and to make them vocationally efficient. History of Education during Pre-Independence in India (Block 1) 93 Unit 6 Wood Despatch of 1854
Three universities in three Presidency towns of Calcutta, Bombay and Madras were set up as per the recommendations of the Despatch. A major recommendation of the Wood’s Despatch was to spread education among the common people and to make then vocationally efficient. Grant-in-aid system was to be introduced as per the recommendation of the Wood’s Despatch. The Despatch encouraged the teaching of Indian regional languages and classical languages like Arabic, Persian and Sanskrit as well as English. The wood’s Despatch encouraged the establishment of teacher training institutes to improve the quality of teachers. For all the recommendations mentioned above, the Wood’s Despatch was called the ‘Magna Carta of Indian Education’. Inspite of sincere intentions of the Wood’s Despatch, the government failed to implement many recommendations. English continued to be the medium of instruction and the common people were deprived of education. The universities set up in 1857 imparted such education as to promote Western knowledge and culture in India. In reality, there was no vocational education in the country. Mainly because of the Sepoy Mutiny in 1857, most of the recommendations could not be implemented.
6.7 FURTHER READING
1) B.D. Damal and B.N. Dash, “Education in modern Indian”, Kalyani Publishers, New Delhi. 2) Dr. K.C. Baruah and Dr, M. M, Sharma “A New Refresher Course in History of Education in Indians”, Vinod Pustak Mandir, Dr. Rangeya Raghave Marg, Agra-2. 94 History of Education during Pre-Independence in India (Block 1) Wood Despatch of 1854 Unit 6
6.8 ANSWER TO CHECK YOUR PROGRESS
Ans to Q No 1: The main objectives of the Wood’s Despatch were – a) To impart Western knowledge and information about the Western culture to the people. b) To educate the Indian people so that a class of public servants could be created. c) To promote intellectual development and vocational skills and also to raise the moral character of the people. Ans to Q No 2: Five main recommendations of the Wood’s Despatch were:- a) Creation of a Department of Public Instruction in the five provinces of Bengal, Madras, Bombay, Punjab and the North Western provinces. b) The Wood’s Despatch recommended for the promotion of mass education by establishing schools - primary, middle and high schools. c) The Despatch recommended the establishment of universities in three Presidency towns of Calcutta, Bombay and Madras for the promotion of higher education. d) The Wood’s Despatch recommended the introduction of the grant- in-aid system. Grants were provided to schools which imported secular education, abide by the government rules and agree to inspection from time to time. e) The Despatch recommended that the government should always support women education. Ans to Q No 3: The merits of Wood Despatch were: i) The Wood’s Despatch, for the fist time started a properly planned education system in India. ii) It made the government realise the importance of general education.
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iii) It recommended the creation of a Department of Public Instruction and appointment of a Director to head the Department. iv) The Despatch recommended the establishment of universities in Calcutta, Bombay and Madras to promote higher education. v) The Wood’s Despatch also recommended the establishment of institutes of vocational education and teacher training. vi) The grant-in-aid system was introduced by the Despatch to improve the quality of education in schools. vii) It realised the importance of teaching Indian languages as well as English. Ans to Q No 4: Four main drawbacks of the Wood’s Despatch were: a) The Despatch promoted English as the medium of instruction, encouraged western knowledge and culture and government offices showed preferences for persons educated in English. b) General education remained neglected. c) The education provided produced only a class of clerks and accountants. d) Vocational education was almost absent and women education was still very much neglected. Ans to Q No 5: In spite of all the demerits, the Wood’s Despatch started a new era in the history of Indian education system. It made certain Landmark recommendations and so it was called the ‘Magna Carta” of Indian education. The objectives of providing mass education, women and vocational education and also teacher training were very sincere effort of the Despatch, but the government could not implement the various suggestions and recommendations due to dearth of funds and their apathetic attitude. As a result of the recommendations and suggestions of Wood’s Despatch, in 1857 universities were established in Calcutta, Bombay and Madras but because of the Sepoy Mutiny efforts were made only to consolidate the British Empire and education remained neglected.
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6.9 MODEL QUESTIONS
A) Short Questions (Answer each question in about 150 words) Q 1: What was the significance of Wood’s Despatch of 1854 in Indian education system? Q 2: Why is the Despatch considered as “the Magnacarta of Indian Education”? Q 3: Explain some merits of Wood’s Despatch. Q 4: Explain some demerits of Wood’s Despatch. Q 5: What was the impact of Wood’s Despatch on Indian education?
B) Long Questions (Answer each question in about 300-500 words) Q 1: Mention the main recommendations of the Despatch of 1854. Do you agree to call the Despatch “the Magnacarta of Indian Education”? Q 2: What were the effects of the Despatch of 1854 on Indian Education? Can you trace its influence on the present system of education? Expalin. Q 3: What were the main suggestions of Wood’s Despatch? How far did the suggestions help in the development of education in India? Q 4: “The Despatch of 1854 laid the foundation of a sound and effective system of educational administration in India.” Examine the statement.
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History of Education during Pre-Independence in India (Block 1) 97 UNIT 7 : HUNTER COMMISSION - 1882
UNIT STRUCTURE
7.1 Learning Objectives 7.2. Introduction 7.3 Hunter Commission of 1882 7.3.1 Aims and Objectives of the Commission 7.3.2 Its Recommendations on Primary Education 7.3.3 Its Recommendations on Secondary Education 7.3.4 Assessment of the Recommendations of the Commission 7.4. Let Us Sum Up 7.5. Further Reading 7.6. Answers to Check Your Progress. 7.7. Model Questions
7.1 LEARNING OBJECTIVES
After going through this unit, you will be able to: explain the reasons for the appointment of the Hunter Commission. state the name of the Chairman and other members of the Commission. explain the aims and objectives of the Commission. discuss its important recommendations on primary education. discuss its recommendations on secondary education. list the effects of the recommendations on the development of Primary and Secondary education.
7.2 INTRODUCTION
The present educational system in India was not created in one day. It is the result of the introduction of changes and modifications in the system for a long time. This unit will help us to understand the conditions of Primary and Secondary education in India following the Wood’s
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Despatch of 1854. The Wood’s Despatch has been discussed in Unit 6. Hunter commission made a thorough enquiry on the present condition of primary and secondary education in India. Based on the findings of its enquiry, the commission made valuable recommendations to improve the conditions of primary and secondary education in India
7.3. HUNTER COMMISSION OF 1882
The administration of India by East India Company came to an end in 1857. As a result of the first struggle for independence by the Indians in 1857,the power of administration was transferred from the East India Company to the British Crown. The Queen’s proclamation of 1858 advocated a policy of strict religious neutrality. It was because of the Goverment policy of religious neutrality, the missionaries were greatly disappointed. After the transfer of administrative power from the East India Company, it was considered necessary to assess the development of education in the country. It was felt that the grant -in-aid system as suggested by the Wood’s Despatch was not properly carried out. Because of all these reasons, the missionaries started an agitation and formed an organisation in London which was known as the “General Council of Education in India”. When Lord Ripon was appointed the viceroy of India, a deputation of the General Council of Education requested him to institute an enquiry into Indian Education. Lord Ripon was appointed the first Indian Education Commission on 3rd February 1882. Sir William Hunter (a member of viceroy’s Executive Council) was appointed as the chairman of the commission. The commission was popularly known as Hunter Commission after the name of its chairman. Besides the chairman, the commission consisted of 20 other members. There was a good representation of the missionaries and the Indians in the Commission. Among the Indian members were Sayed Mahmud, Bhudev Mukherjee, Anand Mohan Bose and K.T.Telang.
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LET US KNOW As a result of the first struggle for Independence by the Indians in 1857,the power of administration was transferred from the East India Company to the Crown. The Queen’s Proclamation of 1858 advocated a policy of strict religious neutrality. The missionaries were greatly disappointed with the Government policy for religious neutrality and started an agitation and formed the “General Council of Education in India” in London. The General Council of Education requested Lord Ripon, the viceroy of India to institute an enquiry into Indian education. Lord Ripon appointed the Indian Education Commission on 3rd February 1882, with Sir Willium Hunter as its Chairman. It is known as Hunter Commission of 1882.
CHECK YOUR PROGRESS Q 1. Fill in the Blanks: (a) ...... appointed the Indian Education commission in 1882. (b) ...... Chairman of the Indian Education Commission of 1882. (c) The Total number of members in the Indian Education Commission was ...... (d) The name of the organisation formed by the missionaries in London was ......
7.3.1 Aims and Objectives of the Commission
The commission was appointed with the following aims: To enquire into the manner in which importance had been given to the principles of the Despatch of 1854. To assess the position of primary education in India and to
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suggest measures for its reform. To enquire into the position of the State institutions and their importance. To evaluate the work of missionaries in the field of education. To enquire into Government attitude towards private enterprise. The Commission also undertook an enquiry into the conditions of secondary education and to suggest measures for its improvement.
LET US KNOW The main aim of the Commission was to assess the implementation of the recommendations of Wood’s Despatch. The Commission conducted the following enquires — The position of Primary Education. The position of State Institutions The position of Secondary Education The work of the Missionaries in the field of Education The Attitude of the government towards private enterprise.
ACTIVITY 7.1 State the aims and objectives of the Indian Education Commission of 1882......
7.3.2 Recommendations of Hunter Commission on Primary Education
Till now, we know why the Hunter Commission was appointed by Lord Ripon in 1882. Let us now discuss the major
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recommendations made by the commission on primary education. It was due to slow progress of Primary education during the period of 1854 to 1882 that the Government directed the Commission to pay special attention to the subject of primary education. Accordingly, the Commission made valuable recommendations for the development of primary education. The recommendations can be discussed under six heads:- Policy Legislation and Administration Encouragement of indigenous schools School Administration Training of Teachers Finance Policy : Primary education should be regarded as the instruction of the masses. It should be closely related to the practical aspect of the life of the masses. Primary education should be imparted through the medium of mother tongue. The Government should extend more patronage to primary education than before. In selecting persons for appointment to the government post of a lower order, preference should be given to the candidates who can read and write. Primary education in backward districts, especially in those areas inhabited by aboriginal races, to be extended by the Department of Education through liberal grant- in-aid. Legislation and Administration: The control of primary education should be handed over to District and Municipal Boards. The local boards should deal with the whole system for primary education with regard to finance, management,
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expansion and inspection of primary education of the particular local area. Transfer of all government primary schools to the local boards was considered necessary. Encouragement of Indigenous Schools : Indigenous schools need encouragement for their improvement. Efforts should be made to encourage these schools. The Commission held the view that the Districts and Municipal Boards consisting of Indians would be more sympathetic to the indigenous schools than to the Education Department and recommended that the work of assisting indigenous schools should be assigned to them. The Commission recommended that a system of “Payment by Results” should be adopted in dealing with indigenous schools. The same standard of examination should not be maintained throughout the whole state. School Administration: Regarding the management of the schools the Commission recommended. School houses and furniture should be simple. The managers should be free to choose the text books for their schools. School hours and holidays should be adjusted according to local needs. Instruction in primary schools should be simplified. Practical subjects like native methods of arithmetic, accounts and mensuration, elements of natural and physical sciences, agriculture, health should be introduced. Various native games and exercises should be
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introduced for physical development of the students. Night schools should be established wherever necessary. Training of Teachers: Normal schools should be established for the training of primary school teachers. There should be at least one Normal School in each division. The cost of Normal schools should be met from provincial fund. Finance: Every District and Municipal Board should maintain a separate Fund for primary education. The Provincial Government should grant one third of the total expenditure to the local bodies. The cost of maintaining, aiding and repairing of primary schools should be met from local fund.
LET US KNOW Major Recommendations of Hunter Commission of 1882 on Primary Education were. Primary education should be regarded as education of the masses. Education should be able to train the people for self-dependence. Medium of Instruction in primary education should be the mother tongue. Appointment of teachers should be made by the district authority and approved by the government. School houses and furnitures should be simple and economical. Normal Schools should be established for the training of teachers. Curriculum should include useful subjects like agriculture, elements of natural and physical science and the native method
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of arithmetic and measurement etc. School equipments should be economical and less expensive. Spread of primary education for the tribal and backward people should be the responsibility of the Government. Fees for student fixed should be on the basis of their financial difficulties.
CHECK YOUR PROGRESS Q 2: Fill in the Blanks: (a) The medium of instruction at the primary stage should be...... (b) Control of Primary Education should be handed over to...... (c) Provincial Government should grant ...... of the total expenditure to the local boards. (d) For teacher’s training ...... school be established. (e) ...... should be adopted to encourage indigenous schools.
7.3.3 Recommendations on Secondary Education
By now we are familiar with the recommendations of the Commission on Primary education. Although the Hunter Commission recognised primary education as the prime concern of the state, it also made important recommendations on secondary education. These recommendations can be divided into two heads— (A) Administrative Reform, and (B) Qualitative Improvement Administrative Reform: The Hunter Commission made some important recommendations to administrative reform of Secondary Education in India. The recommendations can be summed up the following: The Government should gradually withdraw itself from the field of secondary education. Expansion of secondary education should be entrusted to efficient private enterprise.
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The Government should sanction grant-in-aid to improve secondary education. It was felt necessary that the government should maintain some secondary schools, at least one Model High School in those districts where they may be required in the interest of the people. To encourage the private enterprise, the commission suggested that the managers of Aided Schools might charge less fee in comparison to the neighbouring Government Schools. Qualitative Improvement: The Commission made many useful recommendations for the qualitative improvement of Secondary Education in India. The Following are the major recommendations. The Commission recommended that the curriculum at the secondary stage should be bifurcated as “A course” and “B course”. “A course” should be prepared for students to go for higher study in Universities. “B course” should be of practical type meant for commercial and non-literary studies. The commission did not refer to the use of mother tongue as medium of instruction at the high school stage. It favoured English as the medium of instruction The commission did not lay down any definite policy with regard to middle school so far as medium of Instruction is concerned.
LET US KNOW Major Recommendations of the Hunter Commission on secondary educationwere The administrative responsibility on Secondary education should be handed over to the efficient and educated
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people. English should remain as medium of instruction in the Secondary stage. The fees charged in aided secondary schools should be considerably lower than the fees charged in Government schools.
CHECK YOUR PROGRESS Q 3: Mention two administrative reforms suggested by Hunter Commission of 1882 in the field of secondary education. Q 4: Mention the two courses recommended by the commission at secondary school curriculum. Q 5: According to the recommendations of Hunter Commission, I. Mother tongue should be used as the medium of instruction at the high school stage. (True / False) II. Government should maintain some secondary schools as Model schools. to the aided schools. (True / False) III. The fee should be higher in the aided schools than in the Government schools. (True / False)
7.3.4 Assessment of the Recommendations of the Commission
The Hunter Commission recommended for both primary and secondary education in India which has far-reaching effect. First, let us find out the effects of the recommendations on primary education. Hunter Commission made valuable contribution to the development of mass education by recognising primary education as the education of the masses. Use of mother tongue as the medium of instruction at the primary level was also an important recommendation of the Commission. Following the method adopted in England, the Commission History of Education during Pre-Independence in India (Block 1) 107 Unit 7 Hunter Commision - 1882
recommended that the control of primary education should be handed over to District and Municipal Boards. Realising the importance of indigenous schools the commission recommended for giving grants to encourage these schools. To improve the quality of teachers, the commission recommended for the establishment of Normal schools for the training of teachers. The Commission was very liberal in matters of management of the primary schools. The managers should be given freedom in selecting text books, School hours and holidays should be adjusted according to local needs. The Commission was in favour of maintaining a fund by the District and Municipal Boards exclusively for the maintenance of primary schools. The Commission recommended more practical curriculum through the inclusion of practical subjects in the curriculum of primary schools. In spite of all these recommendations, the progress of primary education in the subsequent period was very slow. Let us now discuss the causes of slow progress of primary education. The causes of the slow progress of primary education were:- Transfer of the control of primary education to the inexperienced local bodies. Neglect of the indigenous schools as the introduction of the system of giving grants by “Payment by Result” adversely affected the development of indigenous schools. Failure to introduce compulsory primary education. Inadequate grant from the Provincial government as only one-third of the total expenditure was given as grant to the local bodies.
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ACTIVITY 7.2 Find out the merits and demerits of the recommendations of Hunter Commission of 1882 on primary education...... Let us now discuss the effects of the recommendations of the commission on secondary education. The effects of the recommendation of Hunter Commission on Secondary Education — There was rapid increase in the number of secondary schools as a result of the encouragement for private enterprises for the expansion of secondary education. The recommendation for introduction of commercial and non literary courses at the secondary education was appropriate. The increasing number of unaided schools proved to be inefficient as they failed to maintain proper standard. The commercial and non literary courses as recommended by the Commission were not much successful.
CHECK YOUR PROGRESS Q 6: Mention two causes of the slow progress of Primary Education in India. Q 7: Select the correct response:- (a) Transferring responsibility for expansion of Secondary education to Private bodies help in improving secondary education. (True/False) (b) Private bodies were given grant-in-aid by the Govt. for expansion of Secondary education. (True/False)
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7.4 LET US SUM UP
Through this unit we have understood the important recommendations made by the Hunter Commission on Primary and Secondary education. Recognition of Primary education as the education of the masses, use of mother tongue as the medium of instruction, provision of primary education in backward areas, Transfer of control of primary education to local bodies, introduction of the system of payment by result, freedom in selecting text books, adjusting school hours and holidays according to local needs, establishment of normal schools in each division, maintenance of separate fund for primary education, assisting local body by grant-in-aid system, inclusion of more practical subjects and various co-curricular activities, opening of night schools etc. are the basic recommendations which were made by Hunter Commission in 1882 regarding the Primary Education in India. Leave the expansion of secondary education to efficient private bodies, gradual withdrawal of the Government from direct enterprise, maintenance of some secondary schools by the Govt. as model to aided schools, charging lower rate of fees in the aided school, introduction to commercial and non-literary courses in the curriculum,sanctioning grant-in-aid to improve secondary education etc. are the basic recommendations which were made by Hunter Commission in 1882 regarding the Secondary Education in India. The Hunter Commission made valuable recommendations in the field of Primary and Secondary education. However, some of these recommendations had adverse effects on the progress of Primary education in subsequent period.
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7.5 FURTHER READINGS
1) P.L. Rawat: “History of Indian Education” 2) J.P. Naik and Sayed Nurullah: “A student’s History of Education in India (1800 - 1973)”
7.6 ANSWERS TO CHECK YOUR PROGRESS
Ans to Q No 1: (a) Lord Ripon (b) Sir William Hunter (c) Twenty (d) General Council of Education Ans to Q No 2: (a) Mother Tongue (b) District and Municipal Board (c) One-third (d) Normal Schools (e) Payment by Result Ans to Q No 3: The two administrative reforms suggested by the Hunter Commission of 1882 in the field of Secondary education are: (i) Gradual withdrawal of the Government from direct enterprise in secondary education. (ii) Maintenance of some Secondary schools by the Govt. as Model to aided schools. Ans to Q No 4: A - Course, B – Course Ans to Q No 5: (i) False (ii) True (iii) False
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Ans to Q No 6: The two causes of the slow progress of primary education in India are: (i) Transferring the control of primary education to the inexperienced local bodies. (ii) Neglect of indigenous schools. Ans to Q No 7: (a) False (b) True
7.7 MODEL QUESTIONS
A) Short Questions (Answer each question in about 150 words) Q 1: What were the significance of the Hunter Commission of 1882 in the cotext value of the Indian education system? Q 2: What were the reasons for the appointment of Hunter commission? Q 3: Write briefly: (a) Payment by result. (b) Reform in secondary school curriculum (c) Role of District and Municipal Board in primary education.
B) Long Questions (Answer each question in about 300-500 words) Q 1: Discuss the effects of the recommendations of Hunter Commission of 1882 on Primary Education. Q 2: Discuss the recommendations of the Hunter Commission of 1882 to improve Primary education in India. Q 3: Discuss the contributions of Hunter Commission of 1882 for the development of secondary education in India.
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112 History of Education during Pre-Independence in India (Block 1)