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. History of Education during Pre-Independence in India (Block 1) 5 Unit 1 Vedic Education 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.