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Education of Women for Modern Indian Society: a Historical Study with a Critique of Contemporary Educational Thought

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Education of Women for Modern Indian Society: a Historical Study with a Critique of Contemporary Educational Thought This dissertation has been 63—6261 microfilmed exactly as received RAHMAN, Syeda Afzalunnisa, 1924- EDUCATION OF WOMEN FOR MODERN INDIAN SOCIETY: A HISTORICAL STUDY WITH A CRITIQUE OF CONTEMPORARY EDUCATIONAL THOUGHT. The Ohio State University, Ph.D., 1963 Education, history University Microfilms, Inc., Ann Arbor, Michigan EDUCATION OF WOMEN FOR MODERN INDIAN SOCIETY: A HISTORICAL STUDY WITH A CRITIQUE OF CONTEMPORARY EDUCATIONAL THOUGHT DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University Syeda Afzalunnisa Rahman, B. A, (Hons,), M. A, The Ohio State University 1963 Approved A dviser Department of Education ACKNOWLEDGMENTS It is my most pleasant and yet the most difficult duty to mention and adequately thank all who have made valuable contributions to the successful completion of this study, my education at The Ohio State University and my stay in the United States, Ky deep debt of gratitude is extended to Professor Robert B, Sutton under whose kind and patient guidance this study was conducted. Dr. Sutton's timely advice, scholarly criticism and brotherly understanding proved a source of valuable inspiration and much encouragement throughout my graduate work, and this I shall always remember. Hy particular thanks are extended to Professor C. B. Mendenhall who with all his critical judgment was always most helpful. His con­ structive criticism and Dr, and Mrs. Mendenhall's friendly attitude are sincerely appreciated by me. I am highly grateful to Professor Alan F. Griffin, Professor Sydney N. Fisher and Professor Robert E. Jewett for their kind guidance and helpful suggestions which were most helpful to me. I offer my sincere thanks to the Institute of International Educa­ tion for the award of the Fulbright Travel Grant which not only enabled me to receive higher education in this country but also provided me with an opportunity to meet and understand different people and their problems especially of the United States, hfy heartfelt gratitude is expressed to the P.E.O. Sisterhood who extended their hand of friendship to me in my ii most critical situation, I particularly appreciate the Sisterhood's moral support which made me forget that I was a stranger in a foreign land, I am deeply indebted to the Soroptimist Federation for their timely help accorded to me without which my educational pursuits would have been jeopardized. My most sincere thanks to the Altrusa Inter­ national for their kind concern and interest in me, I most gratefully acknowledge the unbound encouragement, help and tremendous service rendered to me by my parents, Mr, a.jd Mrs, S, A. Raheem, and my brother, Mr. Aslam, B. Sc,, LLB., not only in taking care of my children during these years of my absence from home but also for having spent long hours in the public and university libraries of Mysore in order to send me information from rare books regarding the present study. It is with pride and appreciation that I acknowledge my husband Dr, S, A. Rahman's patience, encouragement, kindness, self- sacrifice and self-denial for me throughout all these four laborious years of my study. My loving thanks to our sweet children Farooq and Naori who endured our long separation with courage and cheer and brightened our feelings with encouraging, cheerful notes. There are several kind souls but for whose help I would have been at a great difficulty in the completion of this work. To mention at least a few particular friends, my special thanks to Mrs, Melba Griffin of the Graduate School for her understanding. To Mrs, Esther Whaley and Mrs. Marilyn Davy I owe sincere thanks for editing and typing this iii dissertation respectively, and to the staff of the Education Library and the Main Library, particularly to Mrs* Barbara B. Seawall and Mrs. Mary B. H eath, go my h e a rty th a n k s. iv CONTENTS Chapter Page I . INTRODUCTION ................................................................................................. 1 Need for the Study ,».•••........................ 1 Statement of the problem .................. •••••••• 2 Sources used .••••.••••••••••••• 3 I I . EDUCATION UNDER MUSLIM RULE IN IN D IA ............................................ 6 Introduction • 6 The Spread o f Education .................. •••••• 7 Education in Muslim India ....................... ..••••«•• 19 Women in Muslim S o c ie ty.............................. 23 I I I . EDUCATION OF WOMEN IN MUSLIM IN D IA ................................................ 24 The Philosophy of E d u c a t i o n......................................................... 24 Elementary education of women in Muslim India . 26 Higher Education ....................................................................... 29 Education of Hindu Women ••••.•••• ....................... 33 Education of Indian Women during Decline of Muslim Rule 42 Summary .•••••••• .................... 45 A critical appreciation of women's education under Muslim rule in In d ia .................................................... 45 IV . EDUCATION UNDER BRITISH RULE.............................................................. 49 Educational Policy of the British East India Company . • 50 Missionary Movements and Their Influence on Women's E ducation .............................. 56 Contributions of the Missionaries toward the Development of Indian Women's Education .................. 62 Spread of missionary educational enterprise . 66 The Changing Role of Missionary Education in India . 70 Private Enterprise in Women's Education ••••.•• 73 v CONTENTS (c o n td .) Chapter Page The Socio-religious Movements and Their Impact on Women1s Education ........................... ■ ••••... 7@ Reforms in the Muslim Community...............................• . • • 6? Policy of the British Government in India toward Women's Education from the Latter Half of the Nineteenth Century to Independence in 19^7 . 95 A critical look at the position of women's education in the early twentieth century . • • 99 The N ational E ducation Movement . ............................................ 103 Break with Traditional Type of Education «••••. 112 Post-war Educational Reconstruction••••••••• 117 Present Position of Women's Education • • • 118 V. THE EMERGING ROLE OF WOMEN IN MODERN INDIAN SOCIETY . 122 Position of Women in Early Hindu Society ....................... 122 P o sitio n o f E arly Muslim Women in In d ia ............................ 123 Impact of the Western Influence on the Position o f Women 125 P r o g r e s s............................................ 125 Economic Field •••••• •••••• 126 Education .••••••• ....................... »..••••. 128 The Social A spects....................................... 129 V I. ANALYSIS OF THE CONTEMPORARY EDUCATIONAL THOUGHT ................... 134 Examinations and Some Proposed Educational Changes • 140 The Educational Challenge of the Present Day .... 151 Developing Ideals for Women's Education .•••••• 163 Some D esirab le Goals fo r Women's E ducation ..... 171 Education for Citizenship ........................................................... 177 Broadmindedness and Tolerance •••••••••••• 180 Patriotism ..••••• ........................................................... 183 Community L iving and L eadership ............................................. 186 Education for Health ...................................................... 189 Vocational Preparation •••.. 193 APPENDIX........................................................................................................................ 199 BIBLIOGRAPHY............................................................................................................... 206 AUTOBIOGRAPHY ......................................................................................... ..... 213 vi CHAPTER I INTRODUCTION Need for the Study The tradition of Indian women1a education goes as far back as the ancient times when its aims were mostly religious* Later, during the medieval period, more liberal trends were introduced, and under the British Influence systematic attempts were made to provide education for women on an organized basis. But it is discouraging to note that even today there appears to be a considerable lack of concern about the education of women. Their education has held and continues to hold secondary attention to that of men. Apparently, educators and adminis­ trators have felt that what was good education for men and boys would automatically be good for women and girls also. Vast changes have come aver the political, social and economic life of the Indian people during the last thirty years, and consequently the position of women in this generation has been completely transformed. Especially with the onset of Independence, Indian women were faced with numerous challenges, resulting in the elevation of a selected group to positions of rank in educational and social life. This group left far behind them a vast multitude of women in the depths of ignorance and illiteracy. The failure to cultivate the ability of such a great number of the nationals is a serious drawback to the progress of the motherland. 1 Thus it Is desirable that a comprehensive study of the education of Indian women be made in order to determine the past successes and failures and to suggest a system that could provide better education for a wider circle of women* This in turn would ensure a better future for many women as well as for the country* Statement of the problem The intent
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