GUJARAT'S FIRST EDUCATIONAL CONFERENCE: A STUDY

Mr. Ramesh Malabhai Chauhan

Abstract Education played an important role in creating political consciousness in India. The present research paper aims to discuss how, following the , there was an increased public awareness about education, which led to the 's first education conference, organized as a part of the movement to improve the prevailing condition of education in Gujarat. The researcher intends to delineation how this conference made an important contribution in creating public awareness about education in Gujarat by establishing Gujarat Kelavani Mandal (Gujarat Education Society).This research paper is divided into three parts. The first part deals with the movement for improvement in prevailing condition of education in Gujarat following the Swadeshi movement, the second part deals with the organization and working of the first education conference with the aim of offering suggestions to government and princely states regarding improvement in the prevailing education system and to inspire people to establish private education institutes; and the third discuses the outcome of this conference in terms of findings. Keywords: Educational awareness, Demand for improvement in prevailing education, Gujarat's education conference, programs and policies for the improvement of education.

Behind every major event or incident, there are always many factors at work, contributing to it over the course of time. The event itself comes about as a result of these factors. Similarly, the roots of the first conference on education in the state of Gujarat, organized in 1916 with the aim of a comprehensive discussion regarding education in the state, can be traced to the reform movement in education initiated by the state’s literate populace following the swadeshi movement. Personalities such as Ranjitram Mehta and later Anandashankar Dhruv, Ambalal Desai etc. advocated a change in traditional pedagogy andpromoted the use of mother-tongue along with an emphasis on education that truly benefits people. These ideas were fructified as a result of the revival of 1915-16 and inspired , Amrutlal Thakkar, Ishwarlal Dave, Ranjitram Mehta and Shardaben Mehta to organize the first education conference in Gujarat, seeking to redress the short comings in the contemporary education policy and to make education truly meaningful and helpful for the people. I

June, 2021. VOL.13. ISSUE NO. 2 https://hrdc.gujaratuniversity.ac.in/Publication Page | 693 Towards Excellence: An Indexed, Refereed & Peer Reviewed Journal of Higher Education / Mr. Ramesh Chauhan/Page 693-701 After the Swadeshi movement of 1905, national education and swadeshi products were encouraged all over the country. As a result, swadeshi educational institutions sprung up in Bengal, whose repercussions were felt all over the country, inspiring a similar movement in Gujarat. In 1906, Jivabhai Patel, in an article entitled “prathmik shikshanma kolahal” (Uproar in Primary Education), criticized the imitation of Western education system in India and advocated for a method of education that suits India.1 Vidhyaben Nilkanth,in her article “strine shikshan kevi rite aapavu”( How to give education to women), presented at the Bharat Mahila Parishad held in Calcutta in 1906, provided an overview of the condition of women in Gujarat and attempted to provide a framework for providing education to women. 2 At the Calcutta session of the Indian National Congress in 1906, Ambalal Desai had opposed the government's policy of restricting the development of secondary and higher education through a resolution. Moreover, it was demanded that primary education be made free and gradually compulsory all over the country along with the removal of restrictions on private enterprise in education. 3 Ranjitram Mehta, who gave a new direction to literary activities in Gujarat through Gujarati Sahitya Sabha, wrote a letter to the Sabha in 1909, advising to consider the condition of education in Gujarat and emphasized on organizing a conference on education .He also provided certain suggestions regarding the format of the conference and various issues that could be taken up in it. Through this conference, Mehta intended to inspire people to take interest in education and education policies, to inspire and encourage them to set up educational institutions, to bring education scholars on one platform to solve education related issues and to communicate the specific needs regarding education to the government and the princely states. 4 Thus, Ranjitram Mehta was the first to suggest rethink over existing education system and argued for a separate body on education that could implement new policies, thereby planting the seeds for the first conference on education in Gujarat. Though Mehta's plan could not be implemented, its repercussions were felt at the third Gujarati Sahitya Parishad (1908) held in Rajkot. Speaking as the President of this conference, Shri Ambalal Desai emphasized on education through mother-tongue and emphasis on women's education. He argued that with increase in literary, literary activities too would receive stimulation. Therefore, he advocated the princely states to provide free public education.5 In this manner, attempts were made by the literates of the state to spread awareness about education and to remove the shortcomings in the prevailing education system. In 1909, youth belonging to Swadeshi Mandal, who were promoting swadeshi products in , attempted to promote education among the populace through the scheme of samasta Gujarat paisa fund. And started night schools for the children of laborers and poor of the city.6 During this period, literate people in different parts of Gujarat established number of private institutes to impart beneficial public education at the grassroots level. Among these institutes were Dakshinamurti Vidyarthi bhavan established in Bhavnagar by Nrursinhprasad Kalidas, a vidhyarthi chhatralay (student hostel) in Petlad established by Motibhai Amin, followed by the establishment of Charotar Education Society in Anand; the establishment of Surat Public Society by Chunilal Shah, an bharuch kelavani mandal established by Ambashankar Malaji in Bharuch, etc. During this time, a Mahila Vidyalaya (school for girls) was established by Vanita Vishrama at Ahmedabad to provide

June, 2021. VOL.13. ISSUE NO. 2 https://hrdc.gujaratuniversity.ac.in/Publication Page | 694 Towards Excellence: An Indexed, Refereed & Peer Reviewed Journal of Higher Education / Mr. Ramesh Chauhan/Page 693-701 secondary education to girls. Gopalkrishna Gokhale’s campaign for compulsory primary education in the imperial Legislative Assembly in the years 1911-12 further raised public awareness about education. As a result, education movements were intensified by the literates in Gujarat. Anandashankar Dhruv in a 1913 article titled “Apanu Pradhan Kartavya” 7 (Our Primary Responsibility) emphasized the need to promote rural education to eradicate ignorance and poverty and requested to set up an education society to improve the condition of rural education. Ambalal Desai worked to implement the ideas put forward by Anandashankar Dhruva. Desai established Gujarat Kelvani Mandal (Gujarat education society) in 1913 to bring awareness about education in Gujarat and to give impetus to practical, useful educations system.8 He also published an information booklet that explained in detail the purpose, scope, and constitution of the Mandal. Looking at the objectives of this Mandal, one realizes how wide and comprehensive its aim was, attempting to include all types of education. Considering the contemporary education scenario, Desai argued for free and mandatory Gujarati medium primary education, taking other schools under its own administration with appropriate conditions,to organize lectures that promote knowledge, policy, health, science, and arts in , and to start night schools for the children of laborers. 9 His aim was to eradicate ignorance in common people through education and give practical education. The Mandal initially started a night school for the poor and laborers in Ahmedabad and planned schools for primary education and vocational education, arrangements for women's education in Gujarat and compilation of useful books on epistemology. Ambalal Desai passed away before the project could be completed. The establishment of Banaras Hindu University through the efforts of Madan Mohan Malaviya and the establishment of a women's university in with the efforts of Ghondo keshav Karve in 1916 provided further impetus to education. Representatives from Gujarat attended the Congress session of 1915, held in Mumbai,leading to the spread of Gujarati political consciousness. As a result, political, industrial, cultural and education related movements began in Gujarat. 10 The Gokhale Society, established in Ahmedabad in 1916 in the memory of Gopalkrishna Gokhale, worked to give a platform to the educational ideas that were being discussed for the past several years. Indulal Yagnik, 11 a member of Servant of India Society of Mumbai, met with Barrister Jivanlal Desai, , Hirlal Parekh, Hariprasad Mehta, , Thakkar bapa, etc. to receive suggestions about organizing this conference on education and to bring the prominent literate personalities of Gujarat on one platform for the first time.As a result of Indulal Yagnik's efforts, Gokhale Society assured that it would bear all responsibilities with regards to the organization of the conference. This is how the seeds of this conference were sown. A meeting of the Gokhale Society was held in Ahmedabad on 20th May 1916 to outline and prepare for the Gujarat Kelvavani Parishad (Gujarat Education Conference). Moreover, Amrutlal Thakkar, Indulal Yagnik and Ishwarlal Desai of the Servant Society of India were appointed as secretary (mantri) to plan and outline the program of this educational conference.12 Prior to this conference, a questionnaire was prepared to know the then condition of education in Gujarat and sent to departments of Government Municipalities, District Local Boards, Taluka Local Boards, Private Schools and Education Departments of the princely states who were looking after education in Gujarat. Studying

June, 2021. VOL.13. ISSUE NO. 2 https://hrdc.gujaratuniversity.ac.in/Publication Page | 695 Towards Excellence: An Indexed, Refereed & Peer Reviewed Journal of Higher Education / Mr. Ramesh Chauhan/Page 693-701 this questionnaire, one realizes that it asked for information on the number of schools, number of students enrolled, number of teachers, infrastructure facilities in the school, etc. Literate people from all over the state were requested to send essays on the nature and design of primary, secondary, girls' education, and professional education in Gujarat. Further, a committee was appointed for curriculum and textbook corrections. 13 Prior to the conference, the Gokhale Society organized conventions on primary, secondary, and girls’ education to create awareness among the teachers in Gujarat and to know their views on education and the shortcomings in the current system. Also, a conference of secondary school teachers was convened on September 30 and October 1, 1916 under the presidency of Keshavlal Dhruv to discuss about secondary school curriculum, preparation of subject textbooks, and providing education through the use of mother tongue. Similarly, a meeting was held on October 7-8, 1916, under the chairmanship of to discuss problems related to girls' education. Discussions were held on various issues like separate college for girls, separate curriculum for girls’ education and arrangements providing education to adult women. On October 15, 1916, a convention of primary schools was convened under the presidency of Harilal Bhatt. The convention discussed designing curriculum keeping in view the age of children, appropriate textbooks, examination structure and school timings, etc. Thus, a lot of effort was put in to make the education conference a success. Based on the information received through the questionnaire from the government education department, education departments of the princely states and private institutions, essays received on various issues regarding education and views collected from various conventions of teachers, the topics and resolutions to be discussed and adopted in this conference were decided. 14 Thus, the purpose of this conference was to consider the issues and problems related to education raised during the conference, to suggest practical solutions to the government and the princely states, and to offer suggestions on what role private institutions can play along with active cooperation of the people to promote education in the state. 15 II Thus, the first educational conference was organized by Gokhale Society at Ahmedabad on 23rd and 24th October 1916 to discuss the state of education in Gujarat. Barrister Jivanlal Desai was appointed as the welcoming president of the conference and Chimanlal Setalvad as the President. In his speech, Jivanlal Desai explained why a separate education conference was convened (at this time Gujarat was included in Mumbai province). Moreover, he argued that: “There is a need for a movement in every part of the province on issues like education but if this conference is turned into a provincial council, it will be difficult for the education movement within Gujarat to survive.” 16 He pointed out the shortcomings in the education provided by the government and criticized the austerity measures taken by the government in the field of education. He discussed in detail the increasing cost of education, skill-based education, women's education, physical education, the

June, 2021. VOL.13. ISSUE NO. 2 https://hrdc.gujaratuniversity.ac.in/Publication Page | 696 Towards Excellence: An Indexed, Refereed & Peer Reviewed Journal of Higher Education / Mr. Ramesh Chauhan/Page 693-701 dependent status of teachers and the low salaries they get, and provided suggestions on what can be done to address these issues. Thus, he gave a thought-provoking speech on the subject of education, the method of teaching and the form of education. In his speech, Chimanlal Setalvad, 17 President of the conference, described how public education has evolved since the establishment of British rule in India. He pointed out the dire education scenario in Bombay presidency where approximately only 69 people per 1000 were able to read which meant that out of a population of 2 crores and 70 lakhs almost 2 crores and 52 lakhs were illiterate. By comparing education statistics of United States and Japan with education statistics in India, he revealed how far behind the country was with regards to education and literacy. He went on to point out the shortcomings in higher education and said that every student is provided the same education. There should be a separate curriculum for those who want to pursue higher studies and for those who want to learn craft and skill-based work. However, several people present were left disappointed as the President had delivered his speech in English as the central aim of the conference was to discuss in Gujarati language the questions and problems related to education in Gujarat. Thus, Ranjitram Mehta, who had come up with the idea of this education conference, notes that: “We have not been fortunate enough to receive the kind of speech we expected from the President of the conference. The name of the conference was Gujarat Kelvani Parishad; (Gujarat educational conference) it was announced by the minister of the conference that all its work would be done in Gujarati, but the President of the conference delivered his speech in English, leaving many surprised.”18 After the completion of these two speeches, the committee appointed on curriculum and textbooks outlined shortcomings in the current curriculum and textbooks and provided an overview of what the curriculum and textbooks should be like. After that, essays requested and received by the Gujarat Kelvani Parishad; (Gujarat education conference) from Gujarat's literates to improve various standards of education were read. Virbal Mehta (Vadodara) in his essay “Education through mother-tongue” explained about the difficulties faced in learning in language other than the mother-tongue and outlined how various subjects can be taught through the use of mother-tongue. Gandhiji, present in this conference, confirmed this: “Our people should learn to use our native language. Money should not be a concern. Rather, I am willing to sit under a tree with a plank. I will also produce teachers who will teach without pay. If we forget our mother-tongue, we will not be eligible for Swarajya” 19 Following this, Thakorlal Pandya in his essay “The Place of Agriculture in Primary Education” explained the reasons for introducing agriculture education in primary schools, and provided a detailed overview of its syllabus and its implementation. However, this idea was far ahead of its time, given the poor condition of primary education in the state. Hence, the project's implementation was difficult. Apart from this, Uttamlal Trivedi's' “Primary Education and Primary Teachers”; Keshav Prasad Desai's' “Importance of Private Schools for Girls' Secondary Education”; Narhari Parikh's' “Handicraft

June, 2021. VOL.13. ISSUE NO. 2 https://hrdc.gujaratuniversity.ac.in/Publication Page | 697 Towards Excellence: An Indexed, Refereed & Peer Reviewed Journal of Higher Education / Mr. Ramesh Chauhan/Page 693-701 in Our Education” , 's' “Physical Education of Students”, etc. offered concrete suggestions, which for years served as guidelines for education planning. 20 On the second day of the conference, 21 resolutions were passed to make practical suggestions for the improvement of education which included making changes to the prevailing education system, from primary to secondary, in terms of medium of instruction (language), method, curriculum, infrastructural facilities and qualifications and salaries of teachers. Apart from this, resolutions included those by Vidyagauriben Nilkanth to start separate schools for girls’ education in cities and villages; resolution by Himantlal Anjaria to improve the status and aptitude of primary teachers; resolution by Harilal Madhavji Bhatt to revise secondary school curriculum and textbooks and to cancel books prescribed for the subject of English and history, resolution by Keshavlal Dhruv to promote Gujarati as the medium of instruction,resolution by Chimanlal Setalvad to set up more colleges for higher education, resolution by Rajmohanrai Desai to create curriculum tailored to women's life; resolution by Pinaki Prasad Desai to set up schools for agriculture, crafts, industry and Vedic education; and, resolution by Thakkarbapa to set up schools for the children and the underprivileged in the village, to continue discussions on issues related to education, to impart education that proves useful in day-to- day practice, and to establish Gujarat Kelvani mandal; (Gujarat Education society ) that would look after implementing these suggestions. 21 In the end, it was decided to hold a second conference in Bharuch. And the President of the conference thanked Mahatma Gandhiji who said this about the success of the conference: "I hope that the Mandal (means Gujarat education society) succeeds in its aim of giving Gujarati language a proper place in schools. Gujarati language is the daughter of so it is not incomplete in any way whatsoever. And it is truly satisfactory to note that Gujarati has been used throughout this conference.”22 III Conclusion: 1. Various education-related issues of the state of Gujarat were discussed in this conference. Public participation along with efforts made by the government and the princely states for education was initiated. 2. Before the conference was organized, information and details were sought from the government, private institutions and the princely states in order to ascertain the education- related problems and issues of the whole of Gujarat. Based on this information, concrete suggestions were made to the princely states and government through various resolutions. 3. Essays on primary and secondary education, education of the girl child, physical education and agricultural education were presented by reendowed educational reformists of Gujarat, which proved blessing for designing future education policies.

June, 2021. VOL.13. ISSUE NO. 2 https://hrdc.gujaratuniversity.ac.in/Publication Page | 698 Towards Excellence: An Indexed, Refereed & Peer Reviewed Journal of Higher Education / Mr. Ramesh Chauhan/Page 693-701 4. In this conference on education, emphasis was laid on creating awareness about education among people belonging to lower social strata along with the need to establish separate schools for children belonging to urban and rural areas and for girls’ education. 5. Educationalists from different parts of Gujarat attended this conference and the discussion on various issues related to education brought awareness about education in Gujarat. 6. At the end of this conference, Gujarat kelavani mandal (Gujarat education society) was established to continue this education movement within Gujarat. The pursuit of education became more widespread with the next conference of Gujarat Kelvani Mandal organized at Bharuch under Gandhiji's chairmanship. 7. The reports of various committees appointed by the conference functionaries regarding curriculum and textbooks and information obtained in the form of official figures regarding various issues related to education in Gujarat proved significant for education reform in several areas of the state. Due to dissatisfaction with the prevailing education system in the state, the English- educated section of society organized this Education Conference to create awareness about education among the masses. The educational conference exposed the shortcomings in the prevailing education system and presented concrete plans for the development of education from primary to higher education. It also inspired and intensified a spirit for national education among educationalists and common people. Concerning the outcome of this educational conference, Ranjitram Mehta noted: "If the government or rulers do not satisfy the real aspirations of the people in this movement for education, the people themselves will learn to establish educational institutes, learn the lessons of self-governance, experience public life and nurture the nation.” 23

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Work Cited 1. Patel Jivabhai: “prathmik shikshanma kolahal”, vasant (monthly journal), 6(11), 31-46, 1981. 2. Vidhyaben Nilkanth : “strine shikshan kevi rite aapavu”, vasant (monthly journal ), 6(2),65- 70,1906. 3. Report of the Indian national congress, Calcutta, 1906, p- 90. 4. Parekh, Hiralal: 1937, Arvachin gujaratnu rekha darshan, Ahmadabad,P. 33-34. 5. Triji Gujarati Sahitya Parishadno aheval : 1909,Rajkot, p. 7-8 6. Shankarray amrutray: 1921, Amdavadno jivan vikas, ahmedabad, P.107. 7. Dhruv Anandashankar: “Apanu Pradhan Kartavya”, vasant (monthly journal) 12(1), 2-5, 1913. 8. Dhruv Anandashankar: “Gujarat kelavani mandal”, vasant (monthly journal) 12(3), 155-163, 1913. 9. Thakor, vaikuthlal : 1918,Ambalal desaina bhashano ane lekho,Mumbai,p-173-174. 10. Yagnik,indulal : Gujaratne tak, navjivan ane satya, (monthly journal) 1(12), 575-582,1915. 11. Indulal yagnik started ‘navjiavan ane satya’ monthly from Mumbai on June, 1915 to discuss public life in Gujarat. This monthly was handed over to gandhiji by indulal in September, 1919 and became known as ‘navjivan’. 12. Yagnik,indulal : “Gujaratne tak”, navjivan ane satya, (monthly journal) 1(12), 575-582,1915. 13. Yagnik,indulal :1955,Aatmakatha-bhag-ii(gujaratma navjivan), Ahmadabad p. 232). (Indulal Yagnik traveled all over Gujarat and appealed to the literate and prominent personalities involved and active in the field of education to participate in this conference. reference by Indulal Yagnik's autobiography part- 2, p. 235-237). 14. Thakkar, Amrutlal: 1916, Paheli Gujarat kelavani parishadno aheval : Ahmadabad,p-58-96. 15. Ibid, p-11. 16. Ibid, p-3. 17. His appointed member as the hunter committee as a judge of the Bombay high court, member of the executive council of the Bombay government and vice chancellor of the Bombay university in1917. Further reading, J.R.B.Jeejeebhoy,1939, Dr sir. Chimanlal H.Setalvad- A biography,Bombay. 18. Maheta,Ranjitram :1982, Ranjitram gandhysanchay-2,ahmedabad,p-191-192. 19. Thakkar, Amrutlal : 1916, Paheli Gujarat kelavani parishadno aheval : Ahmadabad,p-46. 20. Ibid. p- 83 to 238. 21. Ibid. p-58-80. 22. Ibid. p-82, the second education conference was held in bharuch in 1907 under the presidency of gandhiji. All its proceedings were conducted in gujarati language. Ref: the collected works of mahatma Gandhi, vol.xiii, 1964, delhi. 23. Maheta, Ranjitram: 1982, Ranjitram gandhysanchay-1, Ahmedabad,p-328.

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Mr. Ramesh Malabhai Chuahan Assistant Professor in History Department of social science and social work Bhakta kavi narsinh Mehta University, Junagadh (Gujarat) Email: [email protected]

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