40 HISTORY OF INDIAN EDUCATIO N

which initiated such societies was Khan-i-Shahib (Balban's son and

Sayyadi Molla). Mdhammed Tughlaq founded a Madrasa in Delhi
with a mosque attached to it. Al Qal Qashandi, the author of
Subbu'l A' says that there were 1000 schools, Madarasas and
Maqtabs in Delhi in the time of Tughlaq. lt is difficult to accept
these figures as the precise mode of collection and scrutiny of data
had not been devised. Firuz Tughlaq bdilt a college with mosques
attached. This Madrasa was situated within the well planted garden
and had suitable buildings for the residence of teachers and scholars
and the foreign dignitaries used to visit it. Maulana Jalal-ud-din
Kirmani was the Principal of this institution. Literary activities
and the burldrng of Madrasas and giving endowments continued
throughout the period, and almost in every Sultan's rule there was
coterie of scholars and intellectuals, poets and musicians whose
rccognition by men of authority was a by-word.
During the Mughal period, it .was Humayun who built a
Ma<irasa in Delhi in which Sheikh Husain was the professor, and
special provision was made there for teaching mathematics,
astronomy and geograPhY.
For long, a college on the roof of Humayun's tomb was used
which was at one time an institution of some importance. Shahjahan
founded an Imperial College at Delhi in the vicinity of Jama Masjid,
wbich fell into ruins long before 1857, The family got a scholar in
Dara Shikoh; Abu Talib Kalim was the poet laureate, and Hafiz
Muhamrnad Khiyali was a great 'ulema' of his times. Of historical
rro*r Badshahnama of AUAut Hamid Lahori and Amal-i-swaleh
may be mentioned. Shahjahan opened the college . Dar-ul'Baga
(abbde of eternity) with Maulana Sadrud-din as its Director. The
Madrasa at Roshan-ud-daulah in Delhi owed its existence to private
.efforts and munificence. Aurangzeb's theory of education is
embodied in the reproach that he admin istered to his teacher Mullah
Sale who concentrated on the rules of grammar but failed to inrpart
complained to his teacher
him was destitute of natural
to linguistic
iff ,:il,l"'o
The accounts of British ofrcials on education show that still
aged to exist, though

Ti i,'#T,'-lL?"X1fl:
with 209 PuPils and
.24 teachers. Another report dated l5th June 1827 which Charles
Matcalfe received gives deiails of 3l schools in the district of Delhi
with 24? Hindu scfr'olars and l16 Muslims scholars. Again Matcalfe's
statement of the number of native schools situated in Delhi and its
vicinity (dated I e were 147 schools in
Delhi,'40 of whi Persian schools. The
monthly salary s:3/- to Rs. 9/-. I.H.
Taylor't accodn that the numbcr of
Musrril BDucArro N 4l
public_ seminars and colleges un-der the management of local agents
was l7 and number of scholars 81, where as thl number of p.irut.
seminars and colleges in Delhi was 17 and that of schola?s-1g4.
The account derived from the Friend of lndia (lglg) showJ tnat
there were 30 Persian schools and 4.5 Arabic schools'in the city of
Delhi. Ths Sanskrit schools numbered 20, and the Hindi schLots
were as marry as 41. The number of scholars studying in these
schools was unequal ranging between 5 to 50.
The well known
attached to Kashmire
funds, the Madrasa of
Madrasa, Ivlasjid Kotwal Chabutr

. Jaunpur._.It was ggce a great seat of Muslim learning. In the

time of Sultan Ibrahim Sharqui (1401-1440) it was the capiiat or ttre
kingdom of Jaunpur where hpndreds of Madrasas and M"r:iO, tuy
cholars were granted lands and
mpletely devote to learning. Firuz
he learned men and teachers of
r his conquest of Jaunpur ordered
the destruction of impor
During the reign of Mugh
reputation. Statereporter
reports about the progress of ever
sanctioned as and when required.
Malwa. It was I -great centre of Muslim learning under the
patronage of Sultan Mahmud Khilji about the middle 6r tne l5rh
ce.nluly. According it could bear a fair comparison
-to Farishta,-
witlr Shiraz or Samarkand in literay excdllence. It rose t6 be a
great resort of distinguished philcsophers and literary men who
of the kingdcm-of Malwa
came.not^only from the different parts
but also from other countries.
 7
INDTGENOUS SYSTEM OF EDUCATION
IN INDIA
Q. 13. Give e brief account of the character and cxtent of the
indigeuous system of education in Inilia at the beginning of the nine-
teenth century.

Ans. Characteristics of Indigenous Education. Prof. A. N.

Basu in his book 'Education in Modirn India' has observed, "The
elementary system was intended for the masscs. It was widespread
system consisting of numerous primary schools scattered all over the
country-side. Practically every village had its primary school." In
Benga.l alone, it is said, there were about the year 1835 a hundred
thousand such schools. 'Similarly M. R. Paranjape has stated, "At
the beginning of the nineteenth century, there existed a fairly wide
spread organisation for primary education in rnost parts of India."
Second remarkable feature of indigenous education in India
was that the schools were not meant for a particular caste or class
of society. They were open to everyone who wanted to study.
Thirdly attempts were also made to acquire higher education
also.
Sir Thomas Monro, the Governor of Madras has said that the
state of education exhibited here was low as compared with England
but was higher than it was in most European countries.
Reports of Sir Monro and Adams throw a flood of light on
the indigenous slntem of education in India.
Primary Education in Madras
l. Extent. Each village of Madras had a Primary School.
Number of students per school was very small. In some of
the districts, the average number of students per school was about
12. some people used to educatetheirchildren at home. Mostof the
students \rere Hindus. very few of the girls entered the schools.
2. Courses. Most of the schools provided education ln
provincial lang-uages. There was- no uniformity in courses of study.
Primary schools in general taught Arithmetic, reading of manu-
scripts,.beautiful poems and fine stories.
3. Duration. Generally boys of well-to-do families started
g.oing to school at the age of five and continued their studies upto
the age of 14 or 15 years.
46 HrsToRy oF TNDIAN EDUcATtoN
.'Havan'
1, Cercnony While Starting Studies. and'Ganesh
Pujan' were performed to whi boy were
invited.- Afterwards the 'Gu e prayer of
'Ganeshji'. The parents of the to 'Guru'.
5. Daily Routine. Routine was satrre for the studehts. The
school used to start at about 6wirb 'saraswati Vandana i.l,e. prayer
of goddess of learning.
6. School Discipline. Discipline was very hard. Guilty
ctudents were severlY caned.
7. Meathods of Teachlng. Students started writing the alphabets
on sand or ground with their fingers. Afterwards they started writ-
iog on smifi wooden planks, i.e., Patti and chalk and pen of wood
(Kalam).
8- Monitorial System. The teachers used monitorial system.
Good students of high-er classes were given chance to teach the
students of lower classes.
9. Satary of Teacbers. Teachers were mostly ill paid. Their
pay could hardlY feed them.

himcry Educatior in BombrY

1. School Buildings. There were no separate school buildings.
Education was carried on in temples, houses of teachers and resi'
dence of resPectable Persons'
2. Number of Scbools. There was atperleast one school in everl
villaqe. The average number of student school was fiftcen. The
highEst number in a school was 150.
3. Fees. Teachers were paid 'Sidha' one rupee per month
by the guardians of a student.
Students were taught to read, write and
do or rithmetic.. Th-ey were made 1o learn, by
heart ti' (counting of numberr etc.)
5. Duretlon. Studcnts started schooling at the age of 6 and
continued uPto the age of 14 Years'
5. DiscipliEe. Hard punis-hments we-re gegerally given to the
students for noi maintaining disciplinc and learning lessons.
MODERN I}TDIAN EDUCATION AND DEVETOPMENT 47

Adam's Report ard Educatloo ln Bengel

Rev. SI Benticl to
make a surve of Bengal
and Bihar. s (1835-38)
and submitte
Adam classified different educational agencies into seven
categories.
l. Indigenous etcmentary schoolr.
2. Elementary schools not indigenous' i.e,, new types of
elementary schools iun by missionarics and others.
3. Domestic education.
4. English schoots and colleges.
5. Native female schools.
6. Indigenous schools for advaneed learning.
7 - Adult instruction.

Extent of Education. Adam says that no village in Bengat

was without a primary school. There were about one takh of
schools scattere&in all the villages. Adam called the places and
homes where education was given as schools.
Teacher's Srlary. Teachers were paid Rs. 5 per month.
Duration of Schooling. The students started education at the
of 14 yeats.
age of 8 and read upto the age
Courser of Stuilics. The Hindus were generally reading
Bengali and Sanskrit and Muslims were reading Arabic and Persian.
. Educetion of Women. Adam states that the very name of
womcn education made people afraid of.
Schools Open for All. Schools were not meant for a particular
caste or class of society. They were open to every one who wanted
to study. Adam suggested the following measures for reforming
the syrtem.
l. Publication of a graded series of new textbooks (I-IV) in
Bengali, Hindi and Urdu, to be prepared by lndianr and Europeans
in collaboration.
2. Appointment of an examiner for each district. It was
suggested that the eraminer should suryey his area, supply and
explain textbooks to teachers, cxamine teachers on the content of
textbooks already provided after a period of sir months, distribute
grauts and record to teachers according to the percentagc or P8lses
in sobool eraminationr, and supervire thc worbof teachen.
 48 HisroRy oF TNDTAN EDUcATToN

:. Appointment of inspectors for supervisirig the work of

examiners.
4. Training of teachers. Adam proposed to convert Verna-
cular Departments of English schools into normal schools for train-
ing teachers of indigenous schools. He suggested that these teachers
should be required to study in these schools for three months in a
year for four successive years.
5. Award of small grants of land to village schools for their
maintenance.

- 6.. organisation of experimental farms for agricultural

education.

a. U. Write briefly on:

(a) Early Missionary schools, (b) Elphinstone,s lvlinute rg23.
Ans. (a) Early Missionary Schools

.- Portuguese l\{issionaries. portuguese missionaries were the

lirst amoog Euro-peans to start educatio-nal institutiom ln loiiu. if*
main centres of activities were Bombay, Goa, p.r"or-pirr, clyioo
 MODERN INDIAN BDUCATION AND DEVELOPMENT 49

Dutch heir
educational heir
educational not
compete wi
French Missionaries. The missionaries start
at Pondicherry, Mahi, Yaman and Karikal but in
sc-hools were taBen over by the English when they
of these territories. ' ,i

characteristics of Early Mission schools. Following were the

striking features of early miision schools.
t.
Rtligious instruction accordi!g to the tenets of Christianity
was compulsory and the BiUle was used as a class..book.,,
2. The curriculirm was wide and included subjects like
grammar, history and geography.
3. Printed textbooks were also introduced.
4. classes were held regularry at fixed hours. sunday was a
holiday.

2. to supply tbem with school books; ;

3. to hold out some

a*

orders of
natives to avail themselvgs
50 HISTORY OF INDIAN EDUCATION

4. to establish schools for teaching the European sciences

and improvements in the higher branches of education;
5. to provide for the preparation and publication of books of
moral and physical science in natir e languages;
6. to establish schools for the purpose of teaching English
as a means
to those disposed to prrrrr. _it as a classical language and
li i.eririn! a knowlidge of Eurol ean discoveries;
7. to hold forth encouragement to the natives in the pursuit
of those lost branches of knowledge'
Council. This
en, a member of
to Anglo-Verna'
however many

8
1835
BENTICK,S PROCLAMATION -
Q.15...Theproclenlation-ofBentickmarkeilaturningpolnt
in theiistory of Education in Indig"'
Discuss'

Bentlck's proclamattoo ttoo8ooit rbont

of a
lt.-!l'o Discuss' cultural
renaissonce atter'Je-nt ti.. &"brfision and darkness'
Ans. first declaration of the educa-
poli
tional nment wanted to adopt in this
country. ay's minutes'
and he
Y entire
.Ina

l. His nion
of the Britis I Pr9
f Ind
literature and
iiirot lppropriated for the. puq educ
irpt"V.U on English education alone'
2.
ebolish
populati
 MODERN INDIAN EDUCATION AND DEVETOPMENT 5T

advantages which it afftrrds... . trrat all the existing professors and

students at all the institutions under the supeririten,trn.. ofifr.
Committbe shall continuc to receive their stipends......
3.That a large sum has been expenrJed by the committee on
the printing^of or_iental works, His Loidship-in-Council airecti-that
no portion of the funds shall hereafter be so employed

Evaluation of Proclamation

l. The aims of education in India were defined by the British.

2. Type of education envisaged for Indian people was spell
out.
3. The promotion of Western arts and scicnces rvas acknow-
ledged as the avowed object.
4. The printing of oriental works was to be stopped.
5.New grants or stipends to students of oriental institutions
were to be stopped in future.

-9, Th. pro-clamation promised to supply Government with

English educated Indian servants cheap but 'capablc at thc same
time.
?. Thc.proclamation accclcrated the growth of new learning
by leaps and bounds.
(, HISTORY OF INDIAN EDUCATION

9
ORIENTAL.OCCIDENTAL CONTROVERS Y
AND MACAULAY'S MINUTES
the chief features of the controrersy between
a. 16. Discussnnglicists.
ttre Orienlalists anrt What was the result ?
Or
Give a critica! evrluation of Maculay's Minutes on Indiao
Education.
Or
"The credit or discredit of introducing English educltion into
Inilia ls not exclusively Macaulay's." Comment on this statement'

l.Could tlre granted moneY of Rs. 1,000,00 be sPent in anY

other way also bcsides the oriental education ?

2. What was the actual meaning of the articles of the order

of 1813.

Period in India.
Nature of Controversies. Thc main controversies centred round
the following issucs:
l. Aim. Whether to educate the classes in higher branches
of learning or the masses in elementary education.
2. Object. Whether to preserve and promote oriental learn-
ing or, to int-roducc and encouiage Western knowledge, culture and
science.