KimPatrickSebaly PHD Thesis

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7 4 -1 2 ,2 9 4
SEBALY, Kim Patrick, 1940-

THE ASSISTANCE OF FOUR NATIONS IN THE
ESTABLISHMENT OF THE INDIAN INSTITUTES OF
TECHNOLOGY, 1945-1970.
The University of Michigan, Ph.D., 1973
Education, general
University Microfilms, A XEROXC om pany, Ann Arbor, M ichigan j
THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED.
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THE ASSISTANCE OP FOUR NATIONS IN THE ESTABLISHMENT
OF TEE" INDIAN INSTITUTES OF TECHNOLOGY, 1945-1970
by
K i m Patrick Sebaly
A dissertation submitted in partial fulfillment

of the requirements for the degree of
Doctor of Philosophy
(Education)
in The University of Michigan
1972
Doctoral Committee:
Professor Claude A. Eggertsen, Chairman

Professor 0. L. Chavarria-Aguilar, City University of Ne w York
Professor John J. Carey
Professor W. Robert Dixon
Professor Robert S. Fox
Professor Raymond E. Kehoe

PREFACE
The author of this study would like to acknowledge the generous
assistance he has received from his teachers in the Comparative
Education Program of the School of Education at The University of
Michigan. He would like first to thank Professor Claude A. Eggertsen
for his guidance and encouragement in the conduct of the study; former
Dean Willard S. Olson for his support of the India Project in the
School of Education which provided a grant for field work in India;
Professor 0. L. Chavarria Aguilar who introduced the author to the
planning process of IIT, Kanpur; Professors Raymond Kehoe, Robert S.
Fox, W. R. Dixon and John J. Carey, members of The University of
Michigan Faculty who served on his committee; Mrs. Irma Sklenar, Pro
fessor of German, who translated the report of the German evaluation
of IIT, Madras; and Mrs. JoAnn Sheahan who typed the final manuscript.
A special acknowledgement to Professor W. H. G. Armytage'of the
University of Sheffield is made for his encouragement in the pursuit
of information about technology in India. Mrs. Sharon (Cheri) Sebaly,
who accompanied her family to India twice, who helped to collect in
formation about technical education in India, and ufoo fostered the
determination needed to complete this study, has received the author's
special gratitude and blessings.
The author would also like to acknowledge the contributions made
by Indian scientists, engineers, educators, and government officials
who guided and approved of his work in India; particularly to Professor
G. M. Nabar, Head, Department of Chemical Technology, University of
Bombay; Dr. C. S. Patel, former Vice Chancellor of the M. S. University
of Baroda; Dr. Triguna Sen, former Rector of Jadavpur University and
Chairman of the Task Force on Technical Education of the Education
ii
R e p r o d u c e d w ith p e r m is s io n of t h e c o p y rig h t o w n e r. F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

Commission 1964-66; Professor Humayan Kabir, former Minister of
Scientific Research and Cultural Affairs; Shri G. K. Chandiramani
and Shri L. S. Chandrakant, Education Advisors to the Ministry of
Education, Government of India. Each Director of the IIT at the time
of the study was conducted provided invaluable insights into the
founding of "their” Institutes: Dr. S. R. Sen Gupta at IIT, Kharagpur,
Brigadier S. K. Bose of IIT, Bombay, Professor B. Sen Gupto of IIT,
Madras, Dr. P. K. Kelkar of IIT, Kanpur, and Professor R. N. Dogra of
IIT, Delhi. Professor N. R. Karaath, Head, Department of Chemical
Technology at IIT, Bombay provided many hours of stimulating discussion
about the history of technological training in India. The author's
thanks are also given to Dr. M. S. Muthana, former Deputy Director of
IIT, Kanpur for his introduction to the family and colleagues of the late
Sir j. c. Ghosh and to Lady Ghosh for providing speeches and papers
of her late husband; Mr. P. G. Menon, former Registrar, IIT, Delhi;
and to Mr. S. B. Roy Choudhury, former Secretary to Mr. N. R. Sarker.
A special acknowledgement is made to Miss J. M. Cursetjee, former
Secretary to the Tata Iron and Steel Company, for her recollections of
the role of Mr. B. J. Padshah in the founding of the Indian Institute of
Science.
For permission to examine records of the assistance programs, the
following persons and organizations are gratefully acknowledged:
Mr. J. Swarbrick, Chief, Asia and Oceana Section; Mr. W. J. Ellis, Chief,
Reports Division, UNESCO; Mr. Shepherd Books, Kanpur Indo-American
Program; Dr. G. Kerkhoff of the Ministry of Economic Cooperation,
Federal Republic of Germany; Dr. Ing. H. A. Havemann, Technical Univer
sity, Aachen; the late Lord Jackson of Burnley, The Delhi Trust; and
Dr. B. A. Butaev, former head of UNESCO Technical Assistance Project at
IIT, Bombay.
iii

In addition to these persons, the author would like to acknowledge
some of the persons who provided information concerning the development
of technical dducation in India: Mr. D. N. Marshall, Librarian, The
Bombay University Library; Dr. S. V. Deshika Char and Mr. S. Roy,
National Archives of India; Shri S. V. Jamsandekar of the Asiatic
Society of Bombay; Shri N. M. Ketkar, Central Secretariat Library; Mr.
T. K. Mookerjee, Archives, West Bengal Government; Mr. Gopal Nambia,
Madras Record Office; Dr. M. G. Dixshit, Director, Bombay Secretariat
Record Office; and Shri A. Rahman, Scientific Officer of the Council
for Scientific and Industrial Research, New Delhi.
iv

TABLE OF CONTENTS
PREFACE
CHAPTER
I. FOREIGN COLLABORATION IN THE ESTABLISHMENT

OF THE HIGHER INSTITUTES OF TECHNOLOGY IN
I N D I A ........................................... 1
II. THE PLAN TO ESTABLISH A N "INDIAN M.I.T.". . .12
III. AN INTEGRATED PATTERN OF STUDIES AT THE

EASTERN HIGHER TECHNICAL INSTITUTE AT
KHARAGPUR, 1951-1961 ........................ 30
IV. EQUIPMENT FOR POST-GRADUATE TEACHING AND

RESEARCH FROM THE U.S.S.R. AT BOMBAY . . . . 49
V. THE INTRODUCTION OF WORKSHOP TRAINING BY

WEST GERMAN ASSISTANCE AT IIT, MADRAS ... 68
VI. INSTITUTIONAL PLANNING FOR THE ESTABLISH

MENT OF THE SCIENTIST-ENGINEER CURRICULUM
AT K A N P U R ..................................... 87
VII. BRITISH LEADERSHIP IN THE ADOPTION OF

THE INTEGRATED PATTERN OF STUDIES AT THE
FIFTH HIGHER INSTITUTE OF TECHNOLOGY . . . 121
VIII. THE CONTRIBUTION OF FOUR NATIONS TO THE

ESTABLISHMENT OF THE INDIAN INSTITUTES OF
. T E C H N O L O G Y ................................... 132
APPENDIX
I. NAME AND DATE OF ORIGIN OF ENGINEERING

INSTITUTIONS AT THE TIME OF THE SARKER
R E P O R T ....................................... 143
II. OFFICIAL REPORTS ON TOPICS RELATED TO

HIGHER TECHNICAL EDUCATION, 1886-1936. . . 145
III. INNOVATIVE INSTITUTIONS FOR SCIENCE AND

ENGINEERING ESTABLISHED IN INDIA PRIOR
TO 1945 ..................................... 146
IV. MEMBERS OF THE SARKER C O M M I T T E E ............ 148
B I B L I O G R A P H Y...............................................150

LIST OF TABLES
Page
I. ESTIMATE OF TOTAL AMOUNT OF ASSISTANCE OF FOUR NATIONS

T O ESTABLISH II T ’S TO 1970 ................................ 2
II. PER CENT OF TOTAL SCHEDULED HOURS IN THE FIVE YEAR

BACHELOR’S DEGREE PROGRAMS OF THE IIT’S FOR SCIENCE,
HUMANITIES AND SOCIAL SCIENCES, AND ENGINEERING
S U B J E C T S ................................................. 138

CHAPTER I
FOREIGN COLLABORATION IN THE ESTABLISHMENT

OF THE HIGHER INSTITUTES OF TECHNOLOGY IN INDIA
Four higher technical institutions in India, known as the Indian
Institutes of Technology^ were in the initial stages of establishment
by 1961. While each new institution would be established as part of
the plan that was formulated 1945-1946 to create a chain of higher
technical institutes, and would be patterned after the curricular
and organizational precedents of the first Institute opened at
Kharagpur in West Bengal in 1951, the substantial technical assist
ance from four nations with different systems of engineering education
would help to produce variations of the common pattern that had been
adopted.
In 1958 a western regional institution was opened in Bombay.
It would be supported by UNESCO from 1956 to 1966 through contribu
tions made to the United Nations Technical Assistance Program by
the U.S.S.R. and bilateral agreements with the same nation. The
Federal Republic of Germany would provide assistance to the third
institute that was opened in the southern region at Madras in 1959.
The Institute, to be located at Kanpur in the northern region, would
open in I960 and would receive assistance from the U.S.A. from 1961.
The Delhi College of Engineering would become the second higher
institute in the northern region when Great Britain increased the
^Throughout this study Indian Institute of Technology will

be abbreviated as IIT. This abbreviation is commonly used in
official reports and communications dealing with the Institutes.

2
amount of its aid to raise the College to the status of an IIT in
1963.
The extent of each nation's assistance to equip, to provide
experts for the development of a program of studies, and to train
selected Indian staff abroad for service to an Institute is summarized
in Table I.
TABLE I
Estimate of Total Amount of Assistance of

Four Nations to Establish IIT's to 1970
IIT Experts* Equipment Fellowships Total Cost
Bombay* 1271 $4,000,000 27 $7,200,000

2
Madras 1048 4,000,000 80 7,500,000
3
Kanpur 2604 7,600,000 80 14,500,000
4
Delhi 920 2,000,000 45 4,800,000
*Man-raonths
The plan to establish the IIT's was based on the assumption that
industrial development in India after 1945 could not be fostered unless
high level technical personnel in a variety of fields could be trained
in Indian institutions. It was also assumed that existing facilities
for technical training were inadequate and that the urgent demand for
engineers would require the establishment of new institutions.
ÛNESCO, Indian Institute of Technology, Bombay, India: Final

Report, Paris: UNESCO, 1968, pp. 31-33.
2
IIT, Madras, Proposals for Development for Fourth P lan, Madras:
IIT, Madras, April 1968, pp. 6-7.
^Kanpur Indo-American Program, Eleventh Semi-Annual Progress Report

for the Kanpur Indo-American Program, July 14, 1967, Attachment.
ÎIT, Del h i , ,Summary of Academic Policy and Development P lan,

January 1966, pp. 32-34.

A committee composed of the leaders of science, industry, and
finance in India was appointed by the government in 1945 to consider
the scope and number of higher technical institutions that would be
required for post-war industrial development in India. The committee,
known as the Sarker Committee, would recommend that not less than
four higher technical institutions modeled after the Massachusetts
Institute of Technology should be established in different regions
without delay.*
The major features of the plan for the proposed institutes would
include:
1. A four year undergraduate curriculum, the first two

years of which would be common to all branches of
engineering and include study in science, mathematics,
humanities, and social sciences.
2. A reduction in the number of formal lectures typically

required and greater emphasis on seminars, tutorials,
and guided studies.
3. A n examination system that would take account, inter

nally, of work done by students throughout a term of
study.
4. Flexibility in assignment of staff responsibilities

to allow staff time for study and research and consult
ancy work in industry.
5. A scheme for workshop training and practical training in

industry.
The selection of M.I.T. as the model after which to pattern new
institutions was deliberate. Though a variety of institutions in
Great Britain, Europe, Japan, and North America had inspired attempts
to reform technical instruction in India, the M.I.T. program for
■Central Bureau of Education, India, Development of Higher Technical

Institutions in India, (Interim Report of Sarker Committee), Fehruary,
1946, p. 2. {Hereinafter cited as the Report of the Sarker Committee^
2 Ibid., pp. 18-20.

engineers, based on mathematics and fundamental science as well as
studies in humanities and social sciences, had come to be viewed as
the most suitable type of institution to establish in India. If
copied in India, its system of instruction could remedy the defects
in the century old system of training low-level technical personnel
to maintain equipment and oversee industrial processes imported from
abroad. While reforms in technical education had been introduced
and new institutions had been developed between 1898 and 1945,^" Indian
scientists and engineers, as well as foreign observers, had made re
peated criticisms of the narrow purpose of most engineering education

2
in India, its methods of instruction and patterns of control.
The first attempt to implement the recommendations of the Sarker
Committee was made in the eastern industrial region. An institute
was opened at Kharagpur in 1951. Details of the pattern had been
formulated by the Sarker Committee in 1946 and would not be substantial
ly altered when the first class of students was admitted in July, 1951.
While significant departures in curricula and organization from
the traditional pattern of engineering colleges in India would be
attempted, the first formal evaluation of the Institute's work would
^See Appendix I, "First Degree Engineering Institutions in India

at the Time of the Appointment of the Sarker Committee."
2
Anant H. Pandya, "Education for the Engineering Industry,"
Section of Engineering, Indian Science Congress, Proceedings of the
Twenty Ninth Congress, Baroda, 1942, (delivered on January 3, 1942),
pp. 347-374. See also C. E. Preston, "The Post-War Education and
Training of Engineering Personnel," Journal of the Institution of
Engineers (India), Vol. 25, No. 1, (September, 1944), pp. 3-38.
R e p r o d u c e d w ith p e r m is s io n of t h e co p y rig h t o w n e r. F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

indicate that adequate steps to implement the plan had not been taken.
The reviewing committee noted that while the engineers trained by
the Institute had readily found employment in industry and government
projects, the curricula still adhered to the traditional form of the
engineering course in India which could produce graduates to deal
efficiently with present-day problems of an orthodox character but
not to prepare for creative initiative in future situations.
When the Kharagpur report was issued in 1961, four additional
higher technical institutions were in the process of being established.
While each institution was viewed as part of the chain of institutes,
initiated by the Sarker Committee, and would be governed by the same
IIT Act, it was expected that the program of each rould reflect the
industrial needs of the region in which it was located and bear the
imprint of technical training of the nation providing assistance. When
officials of the Ministry of Education introduced the Act in 1961, both
houses of Parliament were advised that the assistance of different
nations would help to produce alternative patterns in order to develop

2
different methods of training high level engineering personnel.
The purpose of this study is to examine whether the participation
of engineering educators of four nations in the establishment of the
IIT's facilitated a search for alternative methods to implement the goal
of training creative scientist-engineers in India.
^Ministry of Scientific Research and Cultural Affairs, Report of

the Reviewing Committee; Indian Institute of Technology, Kharagpur
New Delhi; General Manager, G.O.I. Press, 1959, p. 15.
2
Parliamentary Debates, Raijya Sabha, Official Report, Vol. xxxvi,
4, 30 November, 1961, columns 721-722. A similar expression was made
when the fifth higher institutes was elevated to the status of an IIT
in 1963. See lok Sabha Debates, Third Series, XIX, 1, August 13, 1963,
column 222.

Whether through assistance programs alternative educational ideas
and practices were adopted by the IIT's is a question that deserves
attention. Charges and counter charges were made concerning the
programs that had been established at the institutes. While some
observers praised the work that was being conducted at the Institutes,*
others reported that even with their special endowments that the IIT's
had settled "down to work on the same lines as the older institutions
at the undergraduate l e v e l . A d m i n i s t r a t o r s of the assistance program
revised their pattern of support in light of evidence that their sponsor
ship had not produced significant impact in the programs of the IIT.
Others complained that the IIT's had unwisely adopted the patterns they
chose without consideration for the level of economic development in
India.
It is often asserted that foreign ideas and practices in technical
education have played a significant role in the creation and develop
ment of technical institutions elsewhere. Recent studies in the
history of engineering education, for example, have emphasized the
view that the spread of ideas for the introduction and advancement of
facilities for training scientists and engineers in one society have
frequently occurred as a result of observation and study of technical
D. D. Karve, "On the Improvement of the Indian Universities,"

Minerva, Winter, 1965, pp. 165-166.
2
I.A.M.R. Report No. 1/1965, First Report on Engineering Manpower
Survey: Coordination of University Education in Engineering with
Employment of Graduate Engineers, “New Delhi: Institute of Applied
Manpower Research, (August, 1965), p. vii.

institutions of others.^
While these assessments of technical education made from an
historical perspective are useful in order to gain an insight into
significance of foreign influences, they do not provide an adequate
point of departure from which to evaluate the process of the deliber
ate efforts made through technical assistance to effect the transfer
of educational ideas, or to explain why certain ideas are accepted,
rejected, or modified in the new settings.
What is least evident from studies in the history of engineering
education, and which is most important in the present effort to analyze
certain contributions of four nations to the Indian technological
institutes, is how and to what extent systems of technical education
have been brought to bear on the problems of creating a new institution
in a different society. They have not made clear to what extent the
introduction of an integrated course of studies for engineers depends
on the adoption of instructional methods that would emphasize student
responsibility for his own learning and administrative procedures that
would require greater faculty determination of what is taught and how
students should be evaluated. How much direct participation in each
other's system of training must the foreign and Indian planners have
in order to introduce a new procedure? Can an assistance program that
is not directly guided by the practitioners of the system from which
1
Frederick Artz, The Development of Technical Education in France,
1500-1850, Cambridge: M. I.T. Press, 1966; Eric Ashby, Technology and
the Academics: An Essay on Universities and the Scientific Revolution,
London: Macmillan & Co., Ltd., 1958, pp. 60-61. For a general
reference to such studies see Eugene S. Ferguson, Bibliography of the
History of Technology, Cambridge: The M.I.T. Press, 1968, p. xiii.

ideas and practices are being sought have a significant impact on the
pattern of the new institution?
Attempts to answer some of these questions have been made in
studies of institution building. These have tended, however, to
focus on the definition of variables that would indicate whether the
new institutions, once established in a setting, have been accepted
by the supportive or linking institutions of that new environment.^
The point of departure in such studies has been an 'innovative' institu
tion that has already been created. The task in the present study is
to examine the collaboration of Indian planners with engineering educa
tors from four nations which have produced variations of the integrated
program of studies for engineers proposed by the Sarker Committee and
first implemented at Kharagpur.
It is assumed for the purposes of this study that resources for
the establishment of the Institutes were similar except for the assist
ance from nations with different approaches to engineering education.
The basis for this assumption is indicated by the main features prescribed
for the development and organization of the IIT's.
1. The IIT's have a common origin in the recommendations

of the Sarker Committee made in 1946.
2. The establishment of each IIT was initiated by the

same officials in the Technical Section of the Ministry
of Education, Government of India.
Jiri Nehnevajsa, et al, Institution Building and Education: Papers

and Comments, A Joint Publication of the Comparative Educational Adminis
tration Subcommittee of CAG and the Interuniversity Research Program in
Institution-Building, February 1967, pp. 1-35. For a typical case study
see, Donald A. Taylor, Institution Building in Business Administration:
The Brazilian Experience, East Lansing: Institute for International
Business and Economic Development Studies, Michigan State University,1968.

3. Government of India grants for the establishment and
maintenance of the IIT's are comparable.
4. The IIT's are constitutionally defined as 'Institutions

of National Importance,' and are incorporated under the
same Parliamentary Act.
5. Admission to the IIT's is made on the basis of an all-

India common entrance examination drawn up by a panel
of representatives of each Institute.^
Comparisons of the patterns of the IIT's will be made on the basis
of data from the available planning records of the IIT's and of the
participation of each nation in the establishment of an IIT. While
there is no systematic record of the academic planning for any of the
institutes, documentary material located at each IIT includes minutes
of planning committees and memoranda that deal with the program of the
IIT as it was planned, frequently in collaboration with the foreign
experts. Annual reports, prospectuses, and bulletins published by each
Institute since its opening are used.
The second source of records upon which this investigation is based
is located in the agencies responsible for the administration of the
technical assistance program of each nation, UNESCO headquarters in Paris;
the Ministry for Economic Development in Bonn; the Education Development
Center in Boston, and the Imperial College of Science and Technology in
London, respectively. The records that were consulted include: (1) pre
liminary estimates and reports on the condition of technical education
in India, (2) memoranda and reports that deal with the academic plan of
the IIT, and (3) periodic reports that were filed concerning the support
for the academic programs of the Institutes.
While all published reports of the Ministry of Education concerning
^L. S. Chandrakant, Technical Education in India T od a y . New Delhi

Ministry of Scientific Research and Cultural Affairs, 1963, pp. 21-22.

10
technical education (since 1939) and the higher institutes of technology
were perused, it was not possible to examine memoranda and communica
tions in the files of the Ministry of Education of the Government of
India that might have related to the evolution of the academic programs
of the IIT's. While this leaves open the question of the extent to
which non-academic considerations regulated the participation of a nation
in setting the course of an IIT, and makes it more difficult to explain
why the nature of one collaboration in planning each IIT was different,
Ministry of Education officials who have guided the IIT program repeat
edly asserted that beyond the formal negotiations for the different
technical assistance agreements, little would be gleaned from any records
the Ministry possessed concerning the academic patterns of the IIT's.*
It was also reported that the IIT Council, the Government of India^ body
which coordinates national planning goals with the enrollment policies
of the IIT's, had not, up to 1970, formally considered the question of
the role technical assistance had played in the establishment of the IIT's.
To supplement and verify documentary sources, members of the Sarker
Committee, the principal figures concerned with the development of each
IIT and the guidance of each technical assistance program, were inter
viewed. Over seventy-five interviews were conducted between 1965-1970
with the persons directly involved in the establishment of the higher
institutes of technology since 1945. Letters to the author from persons
who could not be interviewed are also used.
Until 1945 almost no opportunities existed in India for students of
Înterview with Shri G. K. Chandiramani, Educational Advisor (Technical)

to the Government of India, and Joint Additional Secretary, January 5, 1966;
Shri L. S. Chandrakant, Deputy Secretary, Ministry of Education, July 30,
1969.
^Government of India will be hereafter cited as G.O.I.

11
higher technical education. Because of the commitment to eliminate both
the need to send Indian students abroad and to rely on foreign expertise
for the development of new industries, the higher technical institutions
recommended that at least four higher institutes’be established. It will
be shown that while several models of engineering training were known to
the planners, the curricular pattern of M.I.T. was selected as the
exemplary pattern from which to devise a chain of institutions that
might lead to the reform of higher technical education in India.
The recommendations of the Sarker Committee and their influence on
the pattern of training that was instituted at IIT Kharagpur are examined.
A n analysis of the origins and process of involvement of each nation
in the development of the patterns of the IIT's will be made in order to
assess the consideration that was given to each foreign system of
engineering education and the impact that each system had on the pattern
that was adopted for the IIT it sponsored. Comparisons of selected
features of the patterns of the five institutes will reveal the signifi
cant role that was played by the assistance of four nations in the
establishment of the IIT's.

CHAPTER II
THE PLAN TO ESTABLISH AN "INDIAN M.I.T."
To attribute the progress that has been made in the development
of the four higher institutes of technology to the support each has
received from a different nation, or to suggest that the purpose and
method of engineering education of each nation was the dominant
feature in shaping the patterns of the institutions are inadequate
assumptions. A commitment to develop a chain of institutions patterned
after the Massachusetts Institute of Technology in different industrial
regions of India had been made by the pre-Independence government in
1946. The first institution in the chain had been established in 1951
before the assistance of four nations was available. Indian adherence
to this ideal of developing a chain of institutions based on a non
specialist pattern of integrated studies characteristic of M.I.T. would
limit the Indian request for support and the advice given by each of
the four nations for aid in the development of the programs of the IIT's
that were subsequently established.
Whether to establish in India an 'imperial,' 'high level,' or
'senior,1 technological institute had been a question committees had
explored for several decades before 1945.* The resolution invariably
adopted was that the level of industrial development in India did not
warrant the establishment of a science-based higher technical institu
tion; that engineers for new industrial ventures could be recruited
*See Appendix II, "Official Reports on Topics Related to Higher

Technical Education, 1886-1936."
12
With p e r m is s io n o f th e co p y rig h t o w n e r F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

13
from Europe;* and that prospective Indian, engineers could be sent

2
abroad for training.
Despite the reliance on these methods to supply engineers until
1945, some attempts were made to establish institutions that would
provide more comprehensive training than was available in the civil

3
engineering colleges.
The plans for the new institutions were often reduced in scope
and denied any governmental support. Members of the Sarker Committee
were aware of some of these early efforts and were determined in their
4
own planning not to allow such erosions to occur.
The establishment of institutions modeled after M.I.T. became an
important feature in plans for the post-war use of natural resources in
India. Reports of estimates of manpower needs to promote industrial
S. Shukla, "The Indian Experience of Education Within Industry,"

Education Within Industry: The World Yearbook of Education, 1968,
London: Evans Brothers Ltd., 1968, pp. 182-189.
2
Numerous scholarship schemes were established for Indian students
to travel abroad for technical and medical training. J. N. Tata
founded the first scholarship scheme in 1886. The.most popular was
established by Jogender Chander Ghose who founded the Association for
the Advancement of Scientific and Industrial Education for Indians,
1904-1932.
3
See Appendix III, "Innovative Institutions for Science and
Engineering Established in India Prior to 1945."
4
The most elaborate plan based on a comprehensive assessment of
the assumptions and procedures of foreign institutions was that con
ducted by the Provisional Committee for the Establishment of the Indian
University of Research from 1898 to 1911. While significantly reduced
from its original design, the Indian Institute of Science evolved from
this plan. The Institute is often referred to as the inspiration for
the IIT's. At one time it was considered as the best place to locate
the IIT for the southern region. It is often said that the name "Indian
Institute of Technology" was derived from the Indian Institute of Science.

14
and agricultural growth included statements about the rapid progress
that would be made in the development of the higher institutes of
technology.^ The adoption of successive Five Year Plans from 1951
encouraged planners to advance the development of the Indian

2
M.I.T.'s .
While M.I.T. was not the only model, for at least a decade before
the appointment of the higher technical institutions committee, M.I.T.
was one of the most frequently cited examples of an institution whose
curriculum and instructional procedures could provide the needed

3
alternatives to the Indian system of training engineers. According
to one member of the committee, M.I.T. was generally viewed as the
ideal of an institution that could train Indian students to become
creative in the use of Indian resources in the development of new
industries, and at the same time to enable them to interpret the conse
quences of the new effort in terms of the values of Indian culture.^
The skill of United States Army officers who were graduates of M.I.T.
had been noticed by Indian planners, and in visits to M.I.T.,*’ they
^G.O.I., Ministry of Education, Scientific Manpower Committee:

Basic Report on Survey and Assessment. New Delhi: Manager of Govern
ment of India Press, 1949, pp. 204-240.
2
G.O.I., Planning Commission, Report of the Engineering Personnel
Committee, 1 956, New Delhi: pp. ii-85.
3
"Problems of Industrial Development in India," Science and
Culture, Vol. II, No. 11, May 1937, pp. 529-531; B.C. Toshinival, "The
Massachusetts Institute of Technology," Science and Culture, Vol. V,
No. 8, February 1940, pp. 458-562.
Interview, S. R. Sen Gupta, Director of IIT, Kharagpur 1954-1969,

September 22, 1966.
"*In Far Places," Technology Review, M.I.T. April 1945, p. 372.
^"Indian Scientists on Their Visit to the U.K. and U.S.A.," Science

and Culture, Vol X, No. 9, March 1945; "Industrialists Mission to U.S.A.
and U.K.," Commerce, April 28, 1945, p. 475.

15
witnessed the conversion of its programs and system of instruction to
peace time projects.*
The identification of M.I.T. as the exemplar for the new institu
tions was not the result of a transitory attraction. Leaders in the
movement to establish the higher institutes of technology had criti
cized weaknesses in the Indian system of training engineers. A
summary of these criticisms selected from speeches and articles written
by members of the Sarker Committee is presented below.
1. The purpose of engineering college programs was limited

to supplying recruits to government departments respon
sible for the maintenance of civil works located in
the provinces.
2. The first degree course in the colleges did not

integrate mathematics, sciences and humanities with
the specialized professional subjects.
3. The lecture method was used as the major instructional

technique.
4. Students were evaluated in their courses by an external

examination annually without consideration given for
work completed throughout the year of study.
l"The Technology of International Peace," Technology Review

M.I.T. , July 1946, pp. 567-572.
o
Anant H. Pandya, ."Education for the Engineering Industry,"
Section of Engineering, Indian Science Congress, Proceedings of the
Twenty-Ninth Congress, Baroda, 1942 (delivered on January 3, 1942),
pp. 347-374.
3
Ibid., Pandya, p. 350; C. E. Preston, "The Post-War Education
and Training of Engineering Personnel," Journal of the Institution
of Engineers (India), Vol. 25, No. 1, September 1944, pp. 3-38;
Sir Jnan Chandra Ghosh, "Technological Education," The Indian R eview,
Vol. 48, No. 6, June 1947, pp. 281-284; John Sargent, "Post-War
Educational Reconstruction: Address delivered at the All-India
Educational Conference," Srinager, 1941, pp. 2-16.
4
Ibid., Preston, p. 362.
■*J. C. Ghosh, Presidential Address, Association of Principals of

Technical Institutions (India), Annual General Meeting, 1946, pp. 14-15.

5. Engineering colleges were regulated by the rules and ordi
nances of the universities to which they were affiliated
or of the government department to which they were res
ponsible.^
To these critics of the traditional Indian system of training engineers,
the pattern of M.I.T. appeared as an antidote.
Unofficial interest in the establishment of an M.I.T. for India
had turned to a governmental concern by 1943. While the sequence of
ideas to create senior technical institutions on an all-India basis in
this period can be traced to several efforts to improve training for
engineers,^ the need to plan a chain of Indian M.I.T.*s was suggested
by Sir A. V. Hill, Secretary of the Royal Society of London, who had
conducted a survey of scientific research institutions throughout
India between November 1943 and April 1944. Hill reported that while
there were good colleges and departments of technology in India, there
were not enough of them, and none of the same excellence as in many
industrially advanced countries.^ Hill pointed out nine. If Britain
did not possess institutions comparable in magnitude and in excellence
of teaching and research with M.I.T., then how much more could the
*Ibid,, pp. 5-6.
Punjab and the United Provinces) , with a Section on General Education

and Administration.by S. H. Wood, Delhi: The Manager of Publications,
1937, p. 36; "Technical Education in Bengal--Memorandum Prepared by
Educational Commissioner with the Government of India, (John Sargent)"
G.O.I., Department of Education, Health and Lands, Education, 1939,
16-1/39 E & K.W.; John Sargent, "Post-War Educational Reconstruction:
Address Delivered by J.S. at the All-India Educational Conference,"
India, Report of the Technical Education Committee of the Central
Advisory Board of Education in India, 1943, Together with the Decision
of the Board Th ereon, Delhi: Manager of Publications, 1946, (Pamphlet
No. 23), pp. 4-5.
Â. V. Hill, "Scientific Research in India," unpublished manuscript,

pp. 33-34, August 1944. ^From the uncollected papers of Sir J. C. Ghosh located
at his former home in Calcutta 7j

importance of one or two scientific institutions of a very high standard
in India be recognized?
Official interest in M.I.T. as a model to follow in the establishment
of higher technical institutions reached a crescendo when Sir Ardeshir
Dalai, Director of the Tata Iron and Steel Company, was appointed a
member of the Viceroy’s Executive Council for the Department of Planning
and Development in September, 1944.
Two months after a visit to Cambridge, during which he proclaimed to
aides that India would one day have several M.I.T.’s, Dalai announced at
his first press conference that an Indian M.I.T. would be established and
would receive the first priority in the Department's planning for post-
2
war development.
Procedures had already been initiated by Dalai to assure that the
new institutions would be established without delay. He pressed the
Department of Education, Health and Lands to appoint an influential group

3
of leaders to consider the proposal. He urged that the appointment of
the committee should not await any actions to implement the recommendation
to select an All-India Council for Technical Education whose principal
function it would be to coordinate the development of technical education

4
above the secondary stage. He wanted as chairman of the committee someone
1Ibid.
2
Times of India, September 15, 1944, p. 3.
3
G.O.I., Department of Education File No. 16-10/44, E III,
(Establishment of the All-India Council for Technical Education), p. 38.
4
Ibid.

18
interested in technical education who could influence the government's

1
educational policies. He instructed members of a mission of scientists
who went to the U.K., U.S.A., and Canada to gain information about M.I.T.
that would be useful to the committee that would be appointed to plan
for the establishment of such an institution in India.^ A few weeks
after the scientist's mission returned to India, the higher technical
institutions committee was constituted. Its terms of reference were
to consider how many institutions along the lines of M.I.T. should be

3
established and where they should be located.
Twenty-four persons, including Mr. N. R. Sarker, who was the chair-
4
man, were appointed. Mr. Sarker s interest in technical education,
stimulated by his assistance in the study of training facilities in Bengal
in 1938-39, stemmed in the main from his belief that industrial develop
ment in India would not take place until Indians were trained in India
to initiate and control such a development."* He was a member of the
Viceroy's Council in 1941-43 and until his death in 1953 was the finan-
6
cial doyen of Bengal.
^"Interview, Sir John Sargent, former Educational Advisor to the

G.O.I., November 10, 1966.
2
Interview, Dr. J. N. Mookerjee, member of Sarker Committee, May 1, 1966.
3
R eport of the Sarker Committee, 1946, p. 1.
4
See Appendix IV, "Members of the Sarker Committee."
Înterview, Mr. S. B. Roy Choudhury, former Personal SecretaryJ

to N. R. Sarker, 1940-53, October 4, 1966.
Înterview, Mr. S. B. Roy Choudhury, September 27, 1966. See also

the Calcutta Municipal Gazette, January 31, 1953, p. 1.

19
Other members of the Committee were also distinguished in their
fields. Seven were prominent scientists and engineers, each of whom
became major advisors to the post-Independence G.O.I. on science and
manpower development policies. Among these, J. C. Ghosh had been the
Director of the Indian Institute of Science during the war and
President of the Association of Principals of Technical Institutions
from 1946-1952.
Five industrial and financial leaders served. Three Indian Civil
Servants and four British civil engineering and military officers were
also appointed. John Sargent, Educational Advisor to the G.O.I. from
1937-1948, facilitated the appointment of the Committee, and coordinated
its proceedings.
If the Hill report and the adamant views of Dalai set in motion the
plan to develop higher technical institutes with M.I.T. as the specific
example of the institution that was desired, it was the task of the
Sarker Committee to clarify what aspects of the model would be emulated.
The Committee was asked to consider how many higher technical institu
tions based on the M.I.T. pattern should be developed and what the details
1
of its operation and organization should be.
The Committee held three meetings. While the records of its pro
ceedings have not been preserved by the Ministry of Education, it is
possible to determine the extent M.I.T. was to be followed by examining
the interim report the Committee produced. Interviews with living
members of the Committee and other records of the Ministry of Education
on planning for technical education 1945-48 also reveal the extent and
nature of the reliance on M.I.T.
When the Committee assembled April 11, 1945, the discussion
^Report of the Sarker Committee, 1946, p. 1.

20
centered oh the proposition that a higher institute of technology
patterned after M.I.T. should be developed at once. Members of the
Committee were unanimous in the view that India should develop facili
ties to provide advanced technological training and research of the
type available abroad, and they were convinced that only if the central
government played a leading role in developifg such facilities could
such training be provided.^
There was vigorous dissent from the view that such facilities
could only be developed if new institutions were created. It was
argued that existing engineering colleges could be upgraded along the

2
lines desired. Several members objected to the establishment of new
3
institutions prior to an assessment of existing institutions.
The response to these objections was equally determined. It was
pointed out that it would not be possible to produce the new type of
engineer in institutions that had been guided by assumptions and prac-

A
tices inconsistent with those being proposed by the Committee. The
methods of teaching and research required to produce a creative scientist
engineer could not be introduced to existing institutions in the short
time available to produce the required manpower.'* It was argued by pro
ponents of the new institutions that even if there were duplication
Înterview, Sir John Sargent, November 10, 1966; Report of the

Sarker Committee, 1946, p. 2.
2
Interview, S. R. Sen Gupta, September 22, 1966; Report of the
Sarker Committee, 1946, p. 13; Interview, S. Lall, September 4, 1966.
Înterview, S. R. Gupta, September 22, 1966; Report of the

Sarker Committee, 1946, p. 13; Interview, S. Lall, September 4, 1966.
Înterview, S. R. Sen Gupta, May 18, 1966.
5Ibid.

21
between the programs of existing institutions and the proposed insti-

1
tutes, the demand for engineers would be virtually unlimited. Despite
the strong opposition, when the issue was put to a vote in the first
2
meeting, a majority favored the creation of new institutions.
T o devise the specific plan for the new institutes, a technical
sub-committee was appointed. It met September 11 and 12, 1945.
According to the Member Secretary who had drafted details of its merao-
3
randum, catalogs from M.I.T. were used extensively. The memorandum,
together with the recommendations, a letter to the Committee, and a

4
note of dissent, provide the substance of the interim report.
The interim report is a forty-five page document. It was pre
sented to the Viceroy's Executive Council for approval after it had
been accepted by a majority of the members at the second meeting of the
Committee in December, 1945. It was printed April 12, 1946, for distri
bution to members of the All-India Council for Technical Education at
its inaugural meeting April 30, 1946.
The Committee recommended that no less than four institutions would
be required to meet the post-war demand for engineers.
^"Interview, M. D. Parikh, July 12, 1966.
in t e r v i e w , S. Lall, September 4, 1966; Dr. K. Venkatramin,

June 17, 1966.
3
Interview, S. R. Sen Gupta, May 24, 1966.
^The report was reprinted in March 1948 and was retitled Report
of the Sarker Committee. No alterations were made in the text of the
Interim Report of the Sarker Committee.
^Report of the Sarker Committee, p. 2.

22
One in the Eastern region would be established near Calcutta at an
early date.^ It was recommended that the Western institution, to be
located near Bombay, should be initiated concurrently with the Eastern
institution. To satisfy the demand for engineers with specialized
training in hydraulics, the Committee recommended that the engineering

2
nucleus of the Northern institution should be established without delay.
Finally, the Committee recommended that the principals and heads of
the main departments should be appointed in order to plan buildings,

3
equipment and courses of study.
Six objectives according to which the non-specialist orientation
of the M.I.T. courses of study would be adapted in the new institutions
were outlined by the sub-committee.
1. To assist in the development of character, outlook and

mental ability in a student so that he may become a
useful citizen.
2. To teach him the fundamental principles and theories

of engineering so that an individual student can apply
these with confidence many years later.
3. To equip him with tools and inspire in him the desire

to continue, after the end of his formal training, the
independent study of practical processes, technical
principles, administrative organization and advanced
theory.
4. To give him, during formal training, such knowledge of

practical work as would assist the student in realistic
appreciation of engineering principles as applied in
practice.
5. To teach him sound general method of experimentation and

thus enable him to arrive at prompt and reliable conclu
sions.
*Ibid.
2Ibid.
3Ibid.

23
6. To develop his ability to write clear and concise

technical reports and the ability to participate in
verbal discussion on technical matters.
A n examination of the M.I.T. Bulletin for 1945 reveals similar
statements of purpose, particularly the stress on teaching fundamental
principles and theories in all courses so that students would learn
to apply these after training.2 The examination also reveals that
the sub-committee made significant modifications of the M.I.T. program.
There were twenty-two "courses," or programs of study offered at

3
M.I.T. in 1945. Three were in the School of Architecture and Planning;
twelve were in the School of Science. The Division of Humanities

4
•organized teaching of subjects for each of the twenty-two courses.
At the proposed higher institutes, courses would be concentrated
only in engineering. The Eastern institute would offer one course
listed for the School of Architecture at M.I.T., seven from the School
of Engineering, and one that was included in the School of Science."5
Botany, which was not offered at M.I.T., would also be added.
The sub-committee recommended that the Western institute should
offer seven courses from the School of Engineering in addition to textile
technology which was not part of the M.I.T. program. It would offer
one more course:from the School of Science and one from the School of
6
Architecture and Planning.
^Report of the Sarker Committee, 1946, pp. 18-19.
^Massachusetts Institute of Technology, Bulletin, Vol. 80, Catalogue

Issue, June 1945, Number 4, Cambridge: M.I.T., 1945, p. 4.
3Ibid., p. 27.
4
Ibid.
5 Ibid.
6Ibid.

24
The course for the Northern institute would be limited to civil
engineering.^" No mention was made in the report on the establishment
of the institute in the Southern region.
Modifications of the substance of the M.I.T. courses of study were
also proposed for the Indian Institute of Technology. Two features of
the M.I.T. program were emphasized by the technical sub-committee for
inclusion in the new institutions. In addition to the integration of
basic science, humanities, and general engineering, students would be
required to select one subject for intensive study in the final two
2
years. Students would have an opportunity to relate both general and
specialized subjects to the industrial problems of the region in which
the institute was located. In the fourth year, students in each course
3
would be required to submit a thesis based on an original design project.
Three hundred hours of the final year at the proposed institutes would be
devoted to the thesis, whereas at M.I.T. 120 hours were spent on the
thesis.
The amount of practical training and the inclusion of workshop prac
tice at the proposed institutes was a significant departure from the M.I.T.
design. Based on the assumption that Indian students would come from a
rural and agricultural background, over 900 hours of workshop practice
were included in each of the first two years of the proposed institutes.
While members of the Sarker Committee indicated that many features
of the program of M.I.T. would be incorporated into its proposed higher
1Ibid.
Îhe Report of the Sarker Committee, 1946, p. 19.
3Ibid.

25
institutes, it would be inaccurate to say that they copied all aspects
of the model institution. The memorandum does not describe the in
structional procedures that should be followed at the chain of institu
tions, except that class size should be limited to thirty students to
allow for greater personal contact between teachers and students.
While some members of the Committee had spoken or written about
weaknesses endemic to engineering institutions in India, questions such
as how students were to be evaluated, the extent faculty members were
to govern the programs of the institutes, or what facilities would be
provided to assist students who were required to study independently
were not reported. The provision of library facilities was not discussed.
According to some members of the Committee, such details were never dis
cussed.^
The interim report of the Committee was presented to members of the
All-India Council for Technical Education at its inaugural meeting
April 30, 1946. As the Committee itself had been, members of the Council
were sharply divided on the necessity of creating M.I.T.-like institu-

3
tions in different industrial regions of India.
The Council had been appointed at the same time as the Sarker
Committee. It was established to coordinate plans that were being made
to develop technical education in India above the secondary school level.
1
Ibid., p. 20;
2
Interview, G. L. Mehta, July 6 , 1966; Interview, Dr. K. Venkatramin,
June 17, 1966; Interview, Dr. M. D. Parekh, June 29, 1966; Interview,
Dr. S. R.Sen Gupta, May 24, 1966.
3
Bureau of Education, India, Proceedings of the First Meeting of
the All-India Council for Technical Education held at New Delhi April 30,
May 1-2, 1946, cyclostyled p. 8 . {Hereinafter cited AICTE]

26
The Council's major business during the first meeting was to consider
the proposal to establish the high institutions of technology and to
review the needs of existing institutions so that recommendations for

1
government grants could be made. Mr. N. R. Sarker was the Chairman
of the Council, and Chairman of its Coordinating Committee. Six
members of the Sarker Committee were also representatives to the
Coordinating Committee.
Some members felt that existing engineering colleges should be

2
strengthened before developing new institutions. Others argued that
even with the improvement of existing institutions, enough technical
personnel would not be available. Others represented the view that
before new institutions were established a survey of employment oppor
tunities in industry and government departments should be m a d e .2
Two resolutions reflecting these different viewpoints were put
before the Council. One called for the establishment of a new committee
to consider the recommendations of the Sarker Committee, to survey
existing engineering institutions in the country and to propose a comp
rehensive plan for the development of all phases of technical education.4
The second resolution was a supportive statement which included procedures
for the implementation of the recommendations of the Committee.^ An
amendment that would have limited the scope of the proposed institutions
to specialized post-graduate studies while strengthening the undergraduate
1Ibid.,
2Ibid., p. 9.
Îbid.
4 Ibid.
5Ibid.

27
programs of existing colleges was defeated.1 The Council passed, by :
a substantial majority, the resolution commending the Sarker Committee's

2
conclusion and calling for its immediate implementation.
The third meeting of the Sarker Committee was held May 3, 1946,
the day following the adjournment of the first meeting of the A.I.C.T.E.
3
Less than half of the members of the Committee attended. Except for
4
minor additions to the interim report, no further business was conducted.
The Sarker Committee was formally dissolved at the first meeting

5
of the Coordinating Committee of the A.I.C.T.E., August 6 , 1946.
It had held three meetings and had submitted its interim report to the
Council. The principles set forth by the Committee for the chain of
institutions would persist as the IIT's were planned in collaboration
with representatives of the four nations that agreed to assist in the
establishment of the Institutes. The first institute in the chain, IIT,
Kharagpur, would adopt without substantial modification the pattern of
the integrated course of study recommended by the Sarker Committee.
The importance was attached to the policy of creating new engineer
ing institutions, and this led to the appointment of a committee composed
of the leaders of science, technology, and industry in India who would
sanction the model of higher technical instruction identified prior to
its appointment. It prescribed an integrated curriculum based on a
modification of the program of studies that was offered at M.I.T. from
1945-46. This model was in contrast to the ideal and practice of the
1
Ibid., p. 10.
2Ibid.
^G.O.I., Department of Education, File No. 16-10/46, E III (P), p. 4.
^Bureau of Education, India, Proceedings of the Second Meeting of the

All-India Council for Technical Education held at Bangalore May 29-30,
1946, p. 46.
5Ibid.

Indian tradition of engineering education up to 1945. While attempts •
had been made to establish institutions that would depart from this
tradition, none had been planned on the scale as the proposed higher
technical institutes.
While the Committee dealt less explicitly with instructional and
organizational procedures that should be adopted in the new institutions,
an analysis of the interim report and discussion with members of the
Committee revealed that the creation of alternatives to the traditional
lecture system and external examination procedure was also anticipated.
Two days after the first meeting of the Coordinating Committee of
the A.I.C.T.E. in August, 1946, the Standing Finance Committee of the
G.O.I. approved the early establishment of the Eastern Institute of
Technology near Calcutta that would provide facilities for instruction
for two thousand undergraduates and one thousand post-graduate students.
While modifications in the scope of the Eastern institute would
be made in accordance with the resources that were available and the
backgrounds of the Indian students, it was planned that the first Indian
H.I.T. should be established without delay. A n analysis of the planning
for Kharagpur and a summary of the m ain features of the Institute's
pattern at the end of its first decade of operation in 1961, are pro
vided in the next chapter.
R e p r o d u c e d w ith p e r m is s io n o f th e co p y rig h t o w n e r. F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

CHAPTER III
AN INTEGRATED PATTERN OF STUDIES AT THE EASTERN

HIGHER TECHNICAL INSTITUTE AT KHARAGPUR, 1951-1961
Although the implementation of the Sarker Committee recommendation
in the establishment of the first higher technical institute in the
eastern industrial region of India was delayed for five years, 1946 to
1951, government leaders responsible for the establishment of the
institutes reasserted the intent of the government to proceed to develop
the chain of Indian M.I.T.'s. The first all-India survey of technical
institutions, a report on university education in India, and prelimin
ary economic planning supported the conclusion that new institutions
based on the non-specialist pattern should be established without
further delay.
No formal academic planning for the Eastern institute was conducted
after the report of the Sarker Committee. The Technical Section of
the Ministry of Education, under the leadership of G. K. Chandiramani,
executed the administrative detail of the order to establish the
institute. The Coordinating Committee of the All-India Council for
Technical Education, under the chairmanship of N. R. Sarker, guided the
Eastern institute until the Board of Governors was appointed in 1950.
Several difficulties delayed implementation of the plan.
Site selection was one of the most difficult tasks. Railway work
shops were not built on the original site where the institute was to
1
be located.
^■"Proceedings of the 4th Meeting of the Coordinating Committee of

the All-India Council for Technical Education, November 15, 1947," Bureau
of Education, India, Pamphlet No. 59, Proceedings of the Third Meeting
of the A.I.C.T.E. Held at Bombay on 22nd April, 1948, p. 45.
29

30
The Coordinating Committee of the A.I.C.T.E. requested the government
of West Bengal to acquire a new site for the institute. In the spring
of 1948 it was announced that an adequate site at Higli, a former
British detention camp located near the headquarters for the South
Eastern Railway at Kharagpur, had been secured.* It was also announced
at this time that steps would be taken to locate places to establish
the other three higher technological institutes, next at Bombay, then
Madras, and last at Kan p u r.2
One year later members of the Council met in Calcutta and were
told that advertisements for the posts of director and eight heads of
departments for the Eastern institution had been published in India,
the United Kingdom and the United States, and that Indian, as well as
foreign, professors would be recruited.^
Lack of equipment for the laboratories and workshops, shortage of
books and journal collections and facilities for the library also
delayed the opening of the institute. The Sarker Committee had esti
mated that expenditures for the purchase of equipment would require
nearly a third of the total capital expenditure for the institute.
Most equipment required was not readily available in India and had
to be purchased from abroad. Currencies which were available when the
Sarker plan was drafted were spent on the resettlement of refugees
from the newly formed nation of Pakistan.^
At the sixth meeting of the Coordinating Committee, N. R. Sarker
was requested to use his influence to impress on government officials
1Ibid., p. 80. 2 Ibid.
^ Proceedings of the Fourth Meeting of the A.I.C.T.E. Held at

Calcutta on the 28th of April, 1949, p. 31.
4
Interview, S. R. Sen Gupta, Director of the Indian Institute of
Technology, Kharagpur, September 22, 1966.

31
in the finance ministry the need to start the institute at once.*-
Apparently as a result of this pressure, Dr. Tara Chand, Secretary
to the Ministry of Education, was able to inform the Committee by
April, 1949, that the government would soon appoint a Board of Govern
ors as prescribed by the Sarker Committee.^
The delay in opening the first institute provided an opportunity
for government officials to reflect on the policy for the expansion
of higher technical education that had been adopted. Demands for
development grants from existing institutions and the delays in the
establishment of the higher institutes caused a group of planners to
discuss the contention that the proposed institutes should restrict
their teaching to the post-graduate level and conduct research in fields

3
relevant to industrial problems.
According to one participant in these meetings, the consensus of
the group was that to develop an adequate program of studies at the
post-graduate level it would be necessary first to bring about staff
competence to train engineers at the undergraduate level that was
fundamentally different from that typically found in the engineering

4
colleges. Dr. Tara Chand also reported that during this time the
meaning of the term "higher" institute of technology meant an institu
tion that would conduct undergraduate and post-graduate instruction
based on the integrated curriculum and supported by an instructional
process that would encourage Indian students to think creatively in
^Proceedings of the Fourth Meeting of the A.I.C.T.E. Held at

Calcutta, on the 28th of April, 1949, p. 31.
2Ibid., p. 37.
3
Interview, Mr. A. K. Datta, former Administrative Assistant to
Dr. J. C. Ghosh, September 22, 1966.
Înterview, Dr. Tara Chand, former Secretary, Ministry of Education,

October 29, 1966.

32
their chosen technical field.^
Universities would also be urged to adopt the integrated pattern
of studies. A joint committee of the A.I.C.T.E. and the Inter-
University Board met to discuss the structure of the first course in
engineering in Indian institutions. At its meeting in February, 1950,
the joint body recommended that the basic degree courses should be
provided in civil, mechanical, electrical, and telecommunications

2
engineering. The course in each of these fields would be four years
in length, at least six months of which would be devoted to practical
training. The first two years of the four-year course would be common
•to all branches of engineering, with the third common in part to the
3
different branches.
Electives in each area would be introduced in the last year. To
stress the fundamental orientation of the program, the committee noted
that the provision of electives should not be construed as specialized
training, but as preliminary training for post-graduate work.^ The
academic year would be 130 days in length and 33 hours of contact time
would be required each week."*
The joint committee also made recommendations for post-graduate study.
_
Ibid.
2
Proceedings of the Seventh Meeting of the A.I.C.T.E. Held at
Calcutta, on the 12th of April, 1952, p. 8 6 .
3Ibid.
4Ibid., p. 87.
5Ibid.

33
Specialization in subjects of the four main branches of engineering ;
that had designated would lead to a master's degree after one year.
1
Course work, a thesis, and practical work would be required.
The results of the work of the Scientific Manpower Committee,
which had submitted its report in June, 1949, also supported the
adoption of non-specialist orientation by the Kharagpur instutute.
The report estimated that there would be a shortage of over 25,000

2
creative scientist-engineers by 1952. The Committee recommended that
sites should be found for the establishment of the first two institu-
3
tions and that planning staffs should be appointed.
The University Commission, which reported in 1949, also concluded
that the establishment of the higher institutes of technology as de
fined by the Sarker Committee would be critical to the task of produc
ing technical leadership in the fields that were required. The Commiss
ion reviewed the origins of the planning for the institutes. It urged
that first priority be given to the establishment of the institutes as
they were not certain how long it would take older colleges to adapt to
4
the new task. They were also uncertain whether the old colleges would
grow at all "... in view of the prevailing atmosphere, tradition, and

5
rules of services and recruitment."
The Commission delineated the type of training that should be
available for engineer-administrators, executives, engineer-scientists,
and design and development engineers. It was stressed that training
S b i d ., p. 88.
2
G.O.I., Ministry of Education, Report of the Scientific Manpower
Committee, June 1949, p. 18.
3
Ibid., p. 39.
'S h e Report of the University Education Commission, New Delhi:

G.O.I., Ministry of Education, 1963, Vol. I, p. 240.
Sbid.

34
should include general education and basic physical and engineering
sciences.^- There would be fewer applied courses and specialization
would occur only toward the end of the program.^ The Commission urged
3
that repetition and imitation of existing institutions could be avoided .
It stated that special consideration should be given to training that
would prepare students to become competent and self reliant and who
4
would have the initiative and courage to start new industries. The
administration of the institutes should be controlled by universities or
academic units and not by ministries or government departments.
The Commission concluded that adequate steps to provide engineers
of the senior grades that were required could be met if the higher
institutes of technology were established during the quinquennium 1947-
1952. The Commission noted that it was in the interests of the country
that they start functioning as early as possible.**
The Eastern institute was finally established by a government order
and Dr. J. C. Ghosh was appointed Director by the Board of Governors on
May 1, 1950. He was to proceed in his capacity as the chief planning
officer to implement the recommendations of the Sarker Committee.
In addition to some post-grqduate research in chemical technology
1
Ibid.. p. 255.
2
Ibid.
3Ibid.
4 Ibid.
5I bid., p. 256.
6
Ibid.

35
and short courses in industrial management, three of the degree pro
grams outlined by the Sarker Committee were started in 1951. Addition
al courses were added as suitable staff could be recruited. Except
for aeronautical engineering, which was included in the original list
of courses, and agricultural engineering, which was not, the degree
programs offered during the first decade of the institute's existence
were the same as those recommended by the Sarker Committee. The
following table lists the departments that were opened and the dates
when undergraduate degree instruction was started to 1961.
TABLE 1
Departments and Undergraduate Degree Courses at Kharagpur, 1951-61
Department Date Started Date Degree Cours

Started______
Civil Engineering 1951 1951

Electrical Engineering (power) 1951 ■ 1951
Electronics and Electrical
Communications Engineering 1951 1955
Mechanical Engineering 1951 1955
Agricultural Engineering 1952 1952
Metallurgical Engineering 1954 1955
Chemical Engineering 1951 1956
Mining Engineering 1956 1956
Naval Architecture and Marine
Engineering 1952 1952
Architecture and Regional Planning 1952 1952
Geology and Geophysics 1951 1951
Mathematics 1951
Physics, Meteorology 1951
Chemistry 1951
Humanities and Social Sciences 1951
Available records of the development of the academic program at
the institute do not make it possible to assess the extent to which
the first degree syllabi introduced at.Kharagpur in 1951 adhered to
Ûndergraduate degree courses in mathematics, physics and

meteorology, chemistry;; and humanities and the social sciences were
not established at Kharagpur.

36
the outline provided by the Sarker Committee. According to staff
members who were recruited by Dr. Ghosh and who were responsible for
drafting the Institute's syllabi, the report of the Sarker Committee
and the 1950-51 editions of the M.I.T. and California Institute of
Technology Bulletins were used extensively to devise the first pro
grams that were offered.'*' Dr. S. R. Sen Gupta, Secretary to the Sarker
Committee and Director of the Institute from 1954 to 1965, reported
that the Sarker recommendations were adopted by the planners of the

2
Institute and that no substantial modifications were made in them.
It was reported that within the guidelines set by the Sarker Committee,
the head of each new department submitted course outlines to Dr. Ghosh,
3
who generally approved them. Apparently no copies of these outlines
have been preserved by the central administration of the Institute,^
or by the heads of the original departments of the I n s t i t u t e . T h e re
cruitment of staff and the purchase and procurement of equipment
occupied most of Dr. Ghosh's time during the first two years of work
in Calcutta and at the site of the Institute at Hijli.^
Interview, Prof. S. K. Bhattacharaya, Chemical Engineering;

Prof. A. K. Gayen, Mathematics, September 22, 1966; Prof. P. K.
Bhattacharaya, Geology and Geophysics, September 24, 1966.
Înterview, Dr. S. R. Sen Gupta, September 22, 1966.

3
Interview, Prof. S. K. Bhattacharaya, Head Department of Applied
Chemistry, September 22, 1966.
Înterview, Shri K. C. Chakravarty, September 24, 1966.
Înterview, Profs. S. K. Nandi, A. N. Roy, Department of Chemical

Engineering, S. K. Sen, Humanities Department, September 23, 1966i.
Înterview, Prof. S. K. Bhattacharaya, September 22, 1966.

In 1960, a fifth year was added to the four-year degree program
outlined by the Sarker Committee and adopted at Kharagpur.*” After
several years of urging by the central government, the Institute
shifted to the five-year integrated pattern that had been recommended
by the Commission on Secondary Education. To provide more vocational
training at the secondary level and to prepare better students for
universities, the Commission recommended that an additional year be
added to the high school program (four instead of three), and that one
year be added to the degree programs of universities (three instead of

2
two). Professional degrees in medicine and engineering would require
3
five years instead of four. Two-year degree colleges and intermediate
4
colleges were to be upgraded or closed.
The recommendation of the Commission gave one more opportunity for
the government to clarify its commitment to the integrated pattern of
studies. The main features of the Sarker plan for the higher institutes
of technology were recommended for all engineering degree programs in
Indian institutions. Another joint meeting of the Inter-University
Board and the All-India Council for Technical Education met to clarify
policy for technical education. In urging the adoption of the five-year
course, the joint body stressed the importance of basic science to
engineering training. Full-fledged departments of physics and mathematics
would be established to assure adequate training for the first degree
5
course.
*”Indian Institute of Technology, Kharagpur, Annual Report (1960-61).

Calcutta: Government of India Press, 1962, p. 3.
^Report of the Secondary Education Commission, New Delhi: October,

1952-June, 1953.
3Ibid., p. 29.
4 Ibid. , p. 27.
^Proceedings of the Eleventh Meeting of the All-India Council for

Technical Education Held at New Delhi on 24th March, 1958, pp. 30-32.

38
The fifth year at Kharagpur made it possible to extend both the
amount of science training that was provided and the specialization
in different engineering fields. Instead of the two-year common
course, the Institute adopted a common program for the first two and
one half years.
The attempt to create a new pattern in the Eastern institute was
not limited to the introduction of courses of study that would com
bine subjects in arts and science with basic engineering. While the
Sarker Committee had not been explicit about what instructional or
administrative procedures should be adopted to achieve the new academic
objectives, efforts were made to devise at Kharagpur methods that were
not widely used in higher education in India. An elaborate system of
internal student evaluation, a residential pattern of collegiate living,
and a system of academic government in which teachers at the Institute
were to be the dominant force, were some of the practices that were
adopted at Kharagpur.
The examination system that was adopted at the Institute was unique
in that it was administered internally. While the examinations were
written by staff members in the subjects examined, questions must be
produced six to eight weeks in advance, sent to the head of the depart
ment under which the course is taught, and then forwarded to the Regist
rar for delivery to the security press in Calcutta.^" When returned to
the institute, the examinations are "false scripted," evaluated,

2
scrutinized, and tabulated under the auspices of the Registry.
‘'"Indian Institute of Technology, Kharagpur, Ordinances, Regulations,

and R u l e s , 1960-61, Calcutta: Government of Indian Press, p. 37.
2Ibid.

39
Students were given three examinations each year. The academic
session consisted of three terms,each of which is ten weeks in length.*
Marks received on each of the three examinations were supplemented
with marks received for quizzes, laboratory work, and exercises
completed during a term.3 No student could sit for any of the examina
tions of a succeeding year until he had successfully completed the
previous year's tests. In the final year students are evaluated through
3
an oral examination by professors in the Institute.
The Institute was administered under the Ministry of Education
from 1951 to 1956. To maintain its official status as an "institution
of national importance," it was necessary to incorporate the Institute
as an autonomous body when the University Grants Commission Act was

4
passed in 1956. The Act specified three authorities of the Institute:
the Board of Governors, the Academic Council, and the Finance Committee.**
As the supreme governing body of the Institute nominated to re
present relevant agencies of the central government and Parliament, the
Board would oversee major questions of policy related to the administra
tion of the Institute. It would hold the power to make statutes that
would control the methods of appointments, establishment of pensions,
development of halls of residence and hostels, and the general conduct
of the business of the Institute.^
1Ibid., p. 19.
2Ibid., pp. 23-26.
3Ibid., p. 25.
Înterview, Shri G. K. Chandiramani, January 1, 1966.
\ h e Indian Institute of Technology (Kharagpur) A c t , 1956, No. 51

of 1956, pp. 4-5.
Îbid., p. 6 .

40
The Academic Council was responsible., for the prescription and
maintaining of standards of teaching and examination.'*' Only
Institute professors and the director, his deputy and the registrar
2
were members of the Council. Ordinances devised by the Council would
deal with cuch matters as admissions procedures, courses of study for
degrees and the conduct of examinations. The Council would advise the
3
Board of Governors on all academic matters.
The incorporation of the Institute provided planners with an
opportunity to clarify once again for the legislators the purpose of
the higher institute of technology scheme, and the function the
Institutes would serve in the system of higher technical education that
was being developed by the central government. It was stated that the
Institute was to be developed according to the pattern of the M.I.T.
in America .4 It was stressed that the IIT was to be the premier engineer
ing institution of India and that the model for the construction of the
rest of the Ill's would be the one at Kharagpur.^ It was pointed out
that the Sarker Committee had been established in response to demand
for technical personnel that would be required to implement economic
plans.^ Legislators were reminded that the IIT would be different from
*Ibid., p. 6 .
2I bid.
3I bid.
4Lok Sabha Debates, Pt. Ill Proceedings Other Than Questions and
Answers, Vol. VII, N o 0 30, 25 August, 1956, column 4536.
3 Ibid., column 4445.
6Ibid. , 4453-4457.

41
the old pattern of engineering training which had laid exclusive
emphasis on training in specific technologies, a pattern unsuited to
the demands of national planning.'1 In contrast, the IIT would attempt
to impart fundamental scientific and technical education that would

2
provide a "broad human outlook" as well as technical skill.
Questions were raised during the debate over the IIT Act concern
ing the delay in the establishment of the other higher institutes in
the proposed chain. It was reported that it would not be possible to
develop the institute for the Bombay region until the first half of
the second five-year-plan (1956-57), nor the next two until the last
3
half of the plan period (1960-61). The shortages of equipment and
staff to teach and organize research programs in the Institute would be
substantially aided by technical assistance that became available from
a variety of sources. Kharagpur had already received such assistance.
One of the objectives of the Institute specified in the Act was
cooperation with educational institutions in other parts of the world

4
through exchange of teachers. Kharagpur had already recruited three
professors from West Germany, one of whom would later coordinate the West
German program of assistance at IIT, Madras. UNESCO had supplied three
additional experts by the time the Act was read. By 1961, thirty-eight
experts in different fields had arrived to help develop different aspects
of the pattern at Kharagpur.^
1I bid.
Îbid., column 4505.

3
I bid., column 4505.
^The Indian Institute of Technology (Kharagpur) A c t , 1956, No. 51

of 1956, p. 3.
5"List of Foreign Experts Visiting the IIT, Kharagpur up to May,

1966," prepared for the author, May, 1966.

42
The most extensive program of support came from the Technical
Cooperation Mission of the United States. As early as October, 1953,
Dr. Ghosh was in communication with the College of Engineering at
the University of Illinois,^ and lamented the delay in the establish-

2
ment of a 'sisterhood" relationship between the two institutions.
Under the terms of the first contract, for one period 1954 to 1959,
the University of Illinois sent ten professors to Kharagpur for two-

3
year periods. Twenty-three Indian staff members and advanced students
from the Institute were sent to the University of Illinois for research
4
or graduate training. In addition to the provision of fellowships and
experts, equipment with an approximate value of $200,000 would be
supplied."5 The total cost for the first three-year contract (1954-57)
6
was about $450,000. The first contract was extended to 1958 and subse
quently a second contract to support the "sisterhood" relationships
was signed for the period 1959-1965.
Preliminary evaluations of the aid program revealed that even when
given in substantial amounts, it was difficult for aid to fundamentally
alter the purpose or practice of an institution that was already in
operation. While experts helped to develop new courses, taught classes,
and organized laboratories, there were enough experts at one time who
Îndian Institute of Technology Project File, 1953-1966, The

University of Illinois, Box I, Item 25, "Correspondence with the Director
of IIT."
2Ibid.
Îbid, Box I, Item 5, "Contract, 1953-58."
4 Ibid.
5 Ibid.
6Ibid. .

43
represented the same engineering system to modify the procedures that ;
were followed at Kharagpur.^
According to the first coordinator for the Illinois program at
Kharagpur, there was need to establish new procedures if the integrated
pattern was to be fully implemented. He thought there was need for

2
more use of texts and discussion in classes and less for lectures.
A system to enforce class attendance by students and greater punctual
ity of staff was required. According to the group leader, Institute
faculty did not have adequate opportunity to prepare text materials and
to conduct research. Not enough emphasis was placed on practical train
ing and laboratory work by the students or their teachers.^ To help
correct some of these teaching faults, experts from the University of
Illinois were assigned to help coordinate the Technical Teacher Training
Scheme of the Ministry of Education that was conducted at Kharagpur dur-

4
ing the second contract period.
Unlike the assistance that would be given from a single nation to an
IIT, support at Kharagpur came from a variety of sources and reflected
the intent of the individuals who represented an agency which provided
the support, rather than a system of engineering education ideas from
which might come Institute policies. Even where support came from a
^•Interview, Dean W. L. Everitt, Dean of Engineering, College of

Engineering, University of Illinois, September 29, 1969; See also,
"Trip to India to Study Past and Proposed Engineering Program of the
U.S. Technical Cooperation Mission arid the University of Illinois,"
February 24, 1958-March 20, 1958," pp. 2-7.
2
Ralph G. Hay, "Report on Two-Year Assignment as Head of the
Department of Agricultural Engineering at the Indian Institute of
Technology," Kharagpur, October 31, 1956, pp. 2-15.
3Ibid., p. 12.
4
Indian Institute of Technology Project F ile, 1953-1966, Box I
Item 6 , "Contract, 1959-65."

44
large program like that of the University of Illinois, it was not
possible before 1961 to alter the basic format of the Institute's pur
poses or format of operation.*
One result of the assistance efforts at Kharagpur was the experi
ence it gave to experts who became crucial figures in the establishment
of other IIT's. Representatives of each nation had an opportunity to
live and work in an Indian academic institution and were able to
assist in the formulation of aid agreements as a result of this experi
ence. Experts from the U.S.S.R. were assigned to Kharagpur before
the Institute at Bombay was developed. One German expert was head of
the department of mechanical engineering, and occasionally acting
Director at Kharagpur, and became the chief architect of the West German
aid program at Madras. American experts worked intensively with Indian
counterparts as co-partners in the effort to evolve a curriculum and
set of instructional procedures at the Institute, some of which would
later be incorporated into the agreement at Kanpur. The chairman of
the reviewing committee of Kharagpur would later guide the assistance
project for the United Kingdom at New Delhi.
Despite the effort that had been made to establish an integrated
pattern of studies as recommended by the Sarker Committee and the
assurance, given to legislators that such a program had been introduced,
the first formal review of the Institute's work disclosed that procedures
to implement the plan had not yet been developed. Under the provisions
of the IIT, Kharagpur Act, a review committee was appointed in 1958

2
with Sir Willis Jackson as its chairman. The Committee visited the
*See Dr. S. Mackey, "Final Report on UNESCO Technical Assistance

Mission at Kharagpur," New Delhi, June, 1957 pp. 2-5.
2
Ministry of Scientific Research and Cultural Affairs, Report of
the Reviewing Committee: Indian Institute of Technology, Kharagpur,
New Delhi: General Manager, G.O.I. Press, 1959, p. 1.
R e p r o d u c e d w ith p e r m is s io n o f th e co p y rig h t o w n e r. F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

45
Institute for ten days in January, 1959, and submitted its report to
the Indian Parliament in 1961.
The reviewers stated their belief that progress in technology de
pended on collaborative effort of groups of scientists and technologists,
and that the education of technologists should include advanced and
broad-based study of the fundamental sciences in appropriate relation
ship to the technology in which the individual specializes. While
the Indian graduate would need to deal with technical problems more
efficiently, it was more imperative, according to the reviewers, that

2
he be able to take creative initiative in future situations.
To produce technologists of the high calibre desired, the Committee
reported that radical changes in the character of the undergraduate
courses of the Institute would have to be made. Greater collaboration
between the science and engineering departments would have to be effected
so that students could realize the importance of professional, elective

3
subjects in the fourth and fifth years and at the post-graduate levels.
The examination system and the nature of the examination questions
needed revision in order to evaluate the progress of the student through
out his training, and to place more emphasis on the relationships

4
between subjects that were taught than on specific topics.
The Committee was dissatisfied with the number of post-graduate
students enrolled at the Institute. There were 1,446 undergraduates
and 175 post-graduate students at the Institute when the review was made.**
1Ibid., pp. 10-1 1 .
2Ibid., p. 15.
3
Ibid., pp. 15-17.
4Ibid., pp. 29-30.
5 Ibid., p. 20 .

46
The Committee recommended not only that the number of post-graduate
stude'nts comprise about one-fourth the total number of students, but
that a twelve-month period of practical training in industry be a
prerequisite for entry.*
The Committee also dealt with non-academic matters that were
critical to the success of a modern technological institute. Such
campus amenities as a multi-language school, hospital, and a market
for food and supplies, were viewed as essential to staff and student
2
morale. The supply of electricity and water was frequently the cause
of construction delays, sickness, and inefficient instruction. Each

3
facility required improvements. Budgeting procedures that would
allow the Institute to carry over enough funds to cover expenses at the
beginning of each academic year were also recommended.^
While it was clear to one reviewing the situation that an attempt
had been made to incorporate the main features of the curriculum that
was outlined by the Sarker Committee, their report suggests that in
structional and organizational procedures that were adopted were not
commensurate with the new objectives.
Until 1956 the IIT was administered by a special unit of the Ministry
of Education. Many of its administrative procedures in budgeting, plan
ning, and staff responsibilities were modeled on the practices of the
government of India.
Technical assistance for Kharagpur was received from six agencies
1Ibid.
2Ibid. . pp. 24-26.
3Ibid.
Î b i d ., p. 9.

47
by 1961. It provided for the services of teachers and consultants in
different branches of engineering, and equipment for the laboratories
and departments of the Institute. By 1961, 112 fellowships had been
awarded to Indian staff members to obtain advanced training in the
donor nations.'*' A sisterhood relationship with the University of Illinois
would continue until 1965.
While substantial assistance was received from various sources, it
was not received on the same scale or for the same purposes as it would
be at the remaining four institutes in the chain that were proposed by
the Sarker Committee. Key figures in the assistance programs to the
IIT1s that would be located in other regions of India had had an oppor
tunity to examine at first hand the model for the institutes they would
develop.
The plan which had been envisioned by Indian planners in 1946 was
introduced at Kharagpur, and it was on the basis of the first attempt
that four other attempts were made. While increasing emphasis would be
placed on the development of post-graduate enrollment in the institutes,
the major activity during the later period would be the development of the
undergraduate program recommended by the Sarker Committee. While the
basic format of the Kharagpur Institute was adopted, assistance would
help to clarify the meaning of the integrated pattern of studies in the
Indian context and assist in the development of academic procedures that
would help to implement them in the major industrial regions of India.
"List of Staff Member/Research Scholars of IIT, Kharagpur Sent

Abroad for Higher Training up to May, 1966," prepared for the author
May, 1966.

CHAPTER IV
EQUIPMENT FOR POST-GRADUATE TEACHING AND RESEARCH

FROM THE U.S.S,-R. AT BOMBAY
The attempt to acquire suitable lands for building the second
higher technological institute in the chain proposed by the Sarker
Committee began in 1947. The unavailability of teachers for the
institute and a shortage of equipment for its laboratories delayed
more extensive planning until 1954 when the U.S.S.R., through its
participation in UNESCO, agreed to supply substantial support to the
Bombay institute. While it was not then apparent to Indian planners
that each remaining institute in the chain would be sponsored by a
different nation, it was evident from the experience at Kharagpur
that international assistance could be an effective means to equip
and staff the institutes that were urgently required to foster
national economic growth.
The Indian National Commission for UNESCO had met in New Delhi
in January, 1954. At this meeting, Prime Minister Nehru and his
Minister for Education, Maulana Azad, asserted that too much emphasis
had been given to European and Latin American nations in United Nations
aid programs, and that more attention should be given to South and
East Asia in UNESCO projects. At the same meeting, the Science Sub-
Commission also suggested that emphasis in UNESCO programs should be
given to technical assistance through the loan of experts and the
■^The Indian National Commission for Cooperation with UNESCO,

Proceedings of the First Conference, New Delhi: G.O.I., Ministry of
Education, 1954, pp. 2-14.
48

grant of equipment.* Each of these suggestions was acted upon at
the Eighth General Conference of UNESCO which opened in Montevideo
in November, 1954.
The Indian delegation to the Eighth Conference played a prominent
role in what some observers regarded as the most productive session of

2
the UNESCO body. Dr. S. Radhakrishnan, then Vice President of India,
was the President of the Conference, and Dr. A. L. Mudaliar, the Vice-
Chancellor of Madras University, was elected Chairman of the UNESCO
Executive Board.
While Indian members helped to resolve larger policy issues con
fronting UNESCO, especially the seating of new delegates, they were
also active in gaining support for the higher institute of technology
at Bombay. Professor Humayan Kabir, then Secretary in the Ministry of
Education, held informal talks with the delegates of several nations at
the Conference which revealed that there was widespread interest in

3
the Bombay project. Delegates from West Germany, the United States
4
and the U.S.S.R. discussed the western institute with Kabir. It was
discovered during discussions with the Soviet delegates that there was
a large number of unexpended roubles in the Technical Assistance Board's
budget. Kabir asked whether it would be possible for UNESCO to use
some of these roubles to purchase equipment from the Soviet Union that
would be used at Bombay.
1I bid., p. 78.
2
New York Ti m e s , December 12, 1954, p. 16.
Înterview, Professor Humayan Kabir, August 19, 1967.
4 Ibid.

In response to the Director Generates questions about the Bombay •
project, Kabir wrote a formal letter on behalf of the Indian delegation
to inquire whether UNESCO would be interested in cooperating with the
Government of India in the establishment of a higher technological
institution in India.1 Kabir recited the history of the Sarker Committee
and noted that four institutions based on the model of M.I.T. would be
2
established. He outlined the expenditures incurred to open Kharagpur.
It had cost, according to Kabir, six million dollars for buildings,

3
site development, equipment, and recurring expenditures.
Kabir also pointed out that while two existing engineering institu
tions located in Bombay might be used as the base for the new institution,
the expenditure required to equip..;the institute would be too large for

4
the G.O.I. to assume without assistance. Assistance would also be
needed to recruit teachers of international stature. Kabir stated that
the institute could become a model for technical institutions in South
and South East Asia and that students from the nations of these regions
would be admitted to the institute."* it was hoped that UNESCO would
assist in the establishment of the institute through the provision of
equipment and one half the annual recurring expenditure for a five-year
• ^ 6
period. -
Discussions were subsequently held in New York to determine the
Letter from Humayan Kabir (Secretary to the G.O.I. Ministry of

Education), to Dr. Luther Evans (Director-General, UNESCO), Delegation
of India to UNESCO, Montevideo, December 2, 1954, p. 1. The UNESCO
letters and reports cited hereafter cover activities of the technical
assistance project from 1954 to 1966 and are housed in the Asia Division,
Division of Technological Education and Research, UNESCO, Paris.
2Ibid.
3Ibid., p. 2 .
4Ibid.
5 Ibid.

feasibility of using UNESCO funds derived from Soviet contributions ’
to the United Nations Technical Assistance Board to sponsor a major
institution building project in Bombay. Rene Maheu, an Assistant
Director General to UNESCO, informed Kabir in February, 1955, that
the U.S.S.R. would be willing to assist the G.O.I. within the
framework of UNESCO programs to establish and operate a technological

1
institute at Bombay. The assistance from the U.S.S.R. would be
obtained from U NESCO’s share of the Expanded Program of Technical

2
Assistance that had been donated by the U.S.S.R. All negotiations
3
for the use of these funds would be conducted through UNESCO.
The formal Indian request for assistance was sent to Paris June 7,
1955. The major purposes of the institute and the assistance that was
desired was outline d once again. The institute was described as the
second in the chain of four institutions which would be established by

A
the G.O.I. according to the model of M.I.T. in the United States.
The institutions would offer undergraduate teaching in selected fields
as well as post-graduate study and research at the highest level. The
request included a grant to sponsor a UNESCO mission to Moscow to
negotiate details of the project.
^Letter from Rene Maheu (Assistant Director-General) to Professor

Humayan Kabir (Secretary, Ministry of Education, Government of India),
February 9, 1955.
2Ibid.
3Ibid.
^"Establishment of Western Higher Technological Institute— Bombay,"

No. F. 19-42/54. T-2. Government of India, Ministry of Education,
New Delhi-2, 7th June, 1955, p. 1.
5 Ibid.

52
It was planned that the mission would conclude a memorandum of
understanding with the representatives of the Government of the
U.S.S.R. on the aid that would be given to enable the G.O.I. to
establish the higher technological institute.^- The reference to M.I.T.
as the model had been deleted from the instructions to the mission, but
it was repeated that the institute would be the second in the chain of
2
four institutes. The mission, however, was to study Soviet experi
ences in organization and techniques in training engineers, and to
determine what aspects of the Soviet system might be of significance
in facing problems of the Indian government.3 Members of the mission
were also to determine what specific help in the form of equipment,
services of experts, and facilities for study of Indian nationals in

4
the U.S.S.R. would be desired.
There were six members of the Mission,three of whom were from
India--Dr. S. R. Sen Gupta, Shri G. K. Chandiramani, and Dr. P. K.
Kelkar. (Dr. Kelkar would become the Planning Officer for the Instit
ute in 195h) If successful, the Mission was to draw up a list of names
of experts in desired fields who could come to India.3 A tentative
list of equipment that was available from Soviet resources was also
to be detailed.^ Members of the Mission and Soviet officials met from
^"Instructions on the UNESCO Mission to Moscow," from Luther H.

Evans (Director-General) to Mr. Cacciapuoti (Head of Mission) and Dr.
Sen Gupta (Director of IIT, Kharagpur), 13 September, 1955, p. 1.
2Ibid.
3Ibid.
4 Ibid.
5 Ibid., p. 2
6
Ibid.

53
September 15 to October 11, 1955. Visits to higher technical institutes
and research institutes in Moscow and Leningrad were made.
The purpose of the Mission was to determine whether, on the basis
of Soviet experience in engineering education, appropriate equipment,
experts, and training facilities for Indian teachers could be obtained
for the Bombay institute. While the UNESCO team presented the
Kharagpur model as the type of institution that should be established,
Russian leaders assumed that the institute would be established according^
to Russian specifications, with Russian teachers, equipment, and a

2
Russian administrative structure. Because of the discrepancy between
the purpose of the Mission and the intent of the Soviet planners, the
head of the Mission cabled the Director-General to report the uncertainty
concerning the number of faculties and the types of laboratories that

3
were to be established in Bombay. UNESCO Headquarters pressed the
4
Mission to prepare "maximum precise plans before departing."
The protocol of the Mission that was eventually signed outlined
the main features of the assistance that would be supplied which sug
gested a modification of the Kharagpur model that would take advantage
of the Soviet experience in higher technical education. It was recom
mended that three faculties, technology (including chemical and metal
lurgical engineering), electrical, and mechanical engineering form
the base of the i n s t i t u t e . I n addition to these faculties, the protocol
^Letter from Professor N. B. Cacciapuoti (Head of Mission) to

author, January 24, 1970.
2Ibid.
Telegram from Mr. Cacciapuoti to M. S. Adiseshiah (Assistant

Director-General) from Moscow, October 2, 1955.
4
Telegram from M. S. Adiseshiah to Mr. Cacciapuoti from Paris,
October 3, 1955.
5Ibid.

54
listed twenty-five "general chairs" that would be established, includ
ing mathematics, physics and humanities and social sciences. Details
of the special technical fields, for which equipment and experts would
be supplied, would await a second UNESCO mission, to visit institutions
in India.
The new mission was scheduled to arrive in January, 1956, but it
did not reach India until April owing to the delay in sending equipment
lists to India. The tasks for the second mission were to prepare
lists of equipment and to specify the duties of specialists at the
beginning of their projected stay in India.*
The instructions to the mission stressed that the institute was to
be an Indian national institution established by the Indian government

2
with technical help given through UNESCO. The mission would advise
on preliminary plans for buildings of the institute, including the

3
details of classroom layout, laboratories, and workshops. The mission
would prepare a final list of equipment needed. They would discuss
4
with India the organization of the faculties of the institute.
Members of the mission visited Kharagpur, the Indian Institute of
Science, other Indian universities, and selected national laboratories.
While at Kharagpur from May 11-17, lists of equipment that would be
supplied were completed."* Later discussions took place in Bombay with
^Letter to Mr. N. Cacciapuoti (Deputy Director, Natural Sciences

Department and Head of the UNESCO Mission to India) from Luther H. Evans
(Director-General), 25 April, 1956.
2Ibid. 3Ibid. 4Ibid.
^"Report of the UNESCO Mission to India for Western Higher Institute

of Technology, Bombay, 28 April - 14 June 1956," To The Director-General,
from UNESCO Mission to India (cyclostyled) June 15, 1956, p. 4. (The
description of the UNESCO mission activities and conclusions that follows
is taken from this 1956 report which will not hereafter be cited.)

55,
the planning committee which had been organized for the institute.
Views were exchanged on the purposes of the proposed fields of
specialization and laboratories of the institute.* The planning
committee informed the mission that the Indian Government had
decided to accept the list of specialties for which aid would be
given as contained in the project report submitted by the Soviet
governments. Following meetings with different Indian officials, in
cluding Dr. J. C. Ghosh, members of the mission held final meetings
in the Ministry of Education April 30, 1956. Mr. K. G. Saiyidan,
Secretary in the Ministry of Education, was chairman of the meetings.
At this time discussions were held with the technical sub
committee of the planning committee for the institute. Details of the
lists of equipment, specialties of the proposed fifteen Soviet experts,
and the fields for twenty fellowships for Indians were agreed upon.
It was anticipated that the fifteen professors and three trans
lators would take up their posts by September, 1956. They would remain
in India for two academic years. Professors would be sent in the follow-
ing areas:
1. Technology of silicate products

2. Technology of cellulose products
3. Inorganic and electro-chemical industries
4. Fuel technology
5. Chemical engineering— plant design, fabrication
6. Chemical engineering— instrumentation, automation
7. Technology of iron and steel, designing steel works
8. Metallurgy of rare metals and powder metallurgy
9. Furnace design and technology
110. Technology of non-ferrous metals and alloys
111 . Steam turbines, especially design
12 . Machine tool building
*Ibid.

56
13. Industrial electronics

14. Refrigeration machines and installations and compressors,
except air conditioning
15. Electronics with reference to vacuum technology.
Other areas of specialization not covered by the mission, but for which
assistance would be needed, were geology, geophysics, geochemistry;,',
structural engineering, concrete technology, highway engineering, rail
way engineering, and design of switch gears.
Detailed lists of the equipment that would be required for each
specialty constituted the foundation for the establishment of the
institute. The estimated cost of the equipment was 1.43 crores rupees,
or about two million dollars. A list defining twenty fellowships for
Indian teachers to study at Soviet institutions was agreed upon. Each
fellowship was to be available for two academic years. The mission
departed from India in June, 1956, four months before a similar mission
from Western Germany would tour Indian technical institutions.
Throughout 1957 planning for the institute, based on the equipment
and experts that the U.S.S.R. agreed to provide was conducted by Dr.
P. K. Kelkar, former Principal of the Victoria Jubilee Technical
Institute in Bombay. He attempted to rationalize the intent of the
original protocol with the design of the higher institute of technology
proposed by the Sarker Committee.
The plan devised by Dr. Kelkar was based on the assumption that
the growth of industries in the Bombay region required that emphasis
be given to mechanical, electrical, chemical and metallurgical engineer
ing.^- It was further assumed that in order to take advantage of the
Soviet aid and to develop a fruitful collaboration with Soviet experts,
^"Interview, Dr. P. K. Kelkar, June 29, 1969.

57
that a modification of the Kharagpur design would need to be made.
Courses would be offered to undergraduate, post-graduate, and
part-time students in the four areas of technology that had been
specified. No separate science departments would be established.
Emphasis in teaching would be placed on laboratory work concerned with
problems of new industries developing in Bombay.'*' Work in each techni
cal area was to be balanced by courses offered in the social sciences
and humanities. The aim of the plan was to create a specialist-like
training suited to the needs of Bombay industry but broadly enough
based in each area to promote a theoretical orientation in engineers
who eventually would create new industries rather than maintain exist-
2
ing factories or execute established technical routines.
Laboratories of the institute equipped with Soviet machines would
reflect this purpose. While one set of laboratories and study rooms
would be common to the institute, they would be attached administratively

3
to some department. They were mathematics, physics, drawing, and
safety engineering.
Another group of laboratories would be attached to the individual
departments, but would serve the needs of students working in all
departments; e.g., the technology and engineering units would provide
basic instruction in subjects fundamental to each specialty.
^ Ibid.
2Ibid.
3
V. Martinovsky (Head, UNESCO Technical Assistance Mission for
Project No. 12) "Brief Summary of the Discussions of the UNESCO Experts
for Project No. 12 with Dr. Kelkar, Planning Officer for the Western
Institute of Technology," New Delhi May 1957 p'. 3. description [The.
of the laboratories and degree programs that follow is taken from the
summary which will not hereafter be citedTJ

58
The last group of laboratories would provide specialized instruct
ion for the students in the department to which he was attached.
Laboratories for the civil engineering department were not specified
in the plan. For each laboratory, Soviet experts would prescribe
optimal working conditions, floor space and energy supply requirements.
The degree course for which the planning was being conducted was
four years in length. The Soviet experts urged that differentiation in
the different programs should begin with the second term of the second
year rather than the third year as at Kharagpur. It was also stressed
that the project work which came at the end of the fourth year in the
Sarker and Kharagpur plans should be introduced at Bombay in the third
year for all departments in order to reinforce the design side of train
ing. Specialized programs in electrical engineering to correspond to
diversification of the electrical industry in Bombay would also be intro
duced.* Short term courses would be started to make it possible to use
Soviet equipment and experts soon after arrival.
While agreement between Indian and Soviet planners on the tentative
design of the institute had been reached by the summer of 1957, continued
delays in the development of the institute's site and the delivery of
equipment postponed the opening of the institute for another year.
Equipment for general, inorganic and analytical chemistry was delayed.
Residential quarters for staff and students were not available. It
was reported that equipment lists prepared in 1956 were inadequate and
that new procurement orders would have to be placed. Other delays were
caused by the misplacement of some equipment lists. The six experts
from the U.S.S.R. who had arrived in India in January, 1957, were assigned
^"Interview, Dr. P. K. Kelkar, June 29, 1969.

59
to Kharagpur or the Indian Institute of Science at Balgalore and were
unable to meet regularly with Professor Martinovsky and Dr. Kelkar
who worked together on the institute plan in Bombay.1
In April, 1958, Professor Martinovsky, who had become head of the
UNESCO team, reported to officials in Paris that the Institute would
be open by July of that year for undergraduates and in six areas for
2
post-graduate students. The UNESCO Resident Representative in India
informed headquarters that the Institute would be formally opened

3
July 25, 1958. It was estimated that by this time over ninety per cent
of the equipment order would be delivered. Heads of the departments
and senior staff members had been recruited by June, 1958. Admissions
to the four-year undergraduate program were made on the basis of a
joint entrance examination with the Institute at Kharagpur. Brigadier
S. K. Bose, the first Director of the Institute, had been appointed in
November and would join his staff at Powai in January, 1959.
The arrival of Brigadier Bose brought a fundamental change in
the specialist plan that had been devised for the undergraduate program
of the Institute, and a clarification of the role Soviet experts would
play at the Institute for the next eight years. According to the new
Director, the primary function of the Soviet experts was to assist in
the development of post-graduate instruction and research in those areas
for which equipment had been supplied and laboratories built.^ The
Soviet experience in engineering education could be adapted most readily
at advanced stages where specific industrial processes could be studied.
b e t t e r from James Keen (Resident Representative, U.N.T.A.B.) to

Mr. Galindo (Chief, Bureau of Relations with Member States) 7 November,
1957.
2 Ibid. Ibid.
Înterview, S. K. Bose, June 6 , 1969. See also S. K. Bose, UNESCO
Technical Assistance Programme, 1958-1966: Final Report, Bombay: Indian
Institute of Technology, Bombay, 1967, pp. 4-5.

The undergraduate program of Kharagpur, modified according to
the findings of the reviewing committee, would serve as the basis of
undergraduate teaching at Bombay.* The academic program of the
institute would evolve according to a model that was more familiar to
Indian teachers than the specialized design that had been created.
Further academic planning could await completion of the more urgent
task of constructing Institute buildings at the jungle site north of

2
Bombay.
The Institute opened under the four-year degree pattern adopted
by Kharagpur. In addition to departments for each of the degree pro
grams, departments of mathematics, physics, and humanities were estab
lished. Chemistry courses were taught by the chemical engineering unit
of the Institute.
The five-year integrated course of studies was to be adopted when
the third group of students was admitted in July, 1960. Dr. Kelkar,
who had been appointed Deputy Director, left Bombay to conduct a survey
of post-graduate training for scientists and engineers in Indian in-

3
stitutions. He became the first Director at Kanpur in 1961.
The first two and one half years of the Bombay program are common
to each branch of engineering. As it was at the other IIT's where the
engineering-science approach had been adopted, general education was
a feature of the undergraduate program.
Înterview, S. K. Bose, June 6 , 1969.
Îbid.; UNESCO Technical Assistance Programme, Final Report, p. 5.

3
G.O.I., Ministry of Scientific Research and Cultural Affairs,
Report of the Committee on Post-Graduate Engineering Education and
R esearch, New Delhi: General Manager, Government of India Press,
August 1, 1961.

61
The five-year program adopted at Bombay was in sharp contrast
to the Soviet pattern of engineering education in 1961 and to the
plan that had been worked out for training through industrial prob
lems of Bombay industries. Soviet engineering education was characterized
by the specialist nature of its program and its courses were typically
restricted to theory and practice of a specific branch of industry of
civil works for which the candidate would be employed at the end of
his training.* The original Bombay plan placed the same emphasis on
relating training to industrial problems, but did not stress training
a candidate for a specific task in industry. New industries, particul
arly electrical and electronic concerns, were in their infant stage of
development in 1955-56.2 In contrast to the five-year course, greater
emphasis would have been placed on the training of graduates who could
explore problems in these new industries.
While departures that reflect the ideas and practices character
istic of Soviet engineering institutions were not adopted at Bombay, the
pattern differed from the Kharagpur model in several respects which
reflected the Soviet aid that was given. Undergraduates might study
Russian languages in the third and fourth years. Textbooks for teach
ing Russian were produced by Soviet experts and published by a major
Indian publisher. Stress was placed on teaching the history of science
and technology as it has related to industrial development throughout
the world. Linguistics, aided by the introduction of a Minsk computer,
was also offered to undergraduates. Problems for project work were
identified earlier than at Kharagpur and were carefully reviewed when
^Nicholas De Witt, Education and Professional Employment in the

U.S.S.R., Washington: United States Government Printing Office, 1961,
p. 283.
2Interview, Dr. P. K. Kelkar, June 29, 1969.

presented to a board of examiners similar to boards in Soviet institu
tions. Science courses were taught in conjunction with the basic
engineering subjects and emphasis was placed on projects that required
coordination between science and engineering teachers.
Instructional procedures at Bombay placed greater importance on
student participation in learning. Less time was devoted to lecture
methods than at Kharagpur and greater attention was given to tutorials
and home preparation. Class attendance was mandatory and a system of
fines for absence was introduced.
The examination system at Bombay, while somewhat less complex than
the numerical system adopted at Kharagpur, did not reflect Soviet practice.
The examination system which evolved was based on the term system of
academic organization in which mid-term tests, sessional work, and final
assessments were balanced to determine whether a student had passed a
year's work or must repeat it.^
Library facilities available to the undergraduate at Bombay did not
reflect any Soviet design. While UNESCO aid was used to supply Soviet
journals and translated material, there was no participation of UNESCO
experts in planning the library or visits by Indian experts to the Soviet
Union to determine a method of operation and organization.2
The post-graduate program at Bombay, based on the equipment that
was provided to each department under the UNESCO and bilateral assist
ance, reflected the Soviet emphasis on specialist training. While the
1Indian Institute of Technology, Bombay, Prospectus, 1964, pp. 36-39.

2
Interview, Shri B. I. Trivedi, Librarian, Indian Institute of
Technology, Bombay, June 6 , 1969.

63
length of the degree program corresponded: to an all-India pattern,
the variety of courses that were provided, the topics for which
research facilities were available, and the system of examination for
post-graduate students, was unique to the Institute at Bombay and re
flects the Soviet assistance that was received.
Except for occasional lectures to undergraduate students, the
work of sixty UNESCO experts was concentrated in the organization of
facilities and teaching courses for post-graduate students. Experts
also delivered lectures to professional organizations in India and con
sulted with engineers and industrialists.* In addition to the prepara
tion of lecture notes for publication at the Institute, experts fre
quently published the results of their work in Indian technical journals.
While there was no effort to emulate Soviet teaching practices at
the undergraduate level, UNESCO experts instituted the cross-examination
system of defense for project work for the first group of post-graduate
2
students in 1958-59. The board of examiners occupied special allocated
seats. Guests and students of post-graduate courses sat on classroom
benches. The student gave a brief report of his work with the help of
specially-prepared drawings and sketches. He demonstrated his models
before the group. After final questioning by the principal examiner,
other members of the board, guests, and students could ask questions.
After a break of fifteen minutes, during which time the candidate's model
^See for example, Field Mission Reports: A. I. Djiakonov, "Iron

and Steel Metallurgy, Indian Institute of Technology, Bombay," 19 July,
1964 to 22 June, 1966, Paris: UNESCO, August, 1966; D. A. Butaev,
"Hydraulic Machinery, Indian Institute of Technology, Bombay," 9 November,
1964 to 17 July, 1966, Paris: UNESCO, August, 1966.
Îndian Institute of Technology, Bombay, "Defense of the Project

Work in Industrial Electronics, for the Batch,.1958-59."

64
was examined, final assessments were made and reported to the student.
The examination was conducted in a sixty-minute period and was required
for all master's and doctoral candidates.'*'
The western institute was formally designated as an Indian Instit
ute of Technology in July, 1957, one year before it was opened. While
as a result of the first UNESCO mission to Moscow there may have been
some desire to adapt the Soviet administrative system to the institute
that would be supplied with Soviet equipment, this is the second in the
chain of institutions that was incorporated under the IIT Act of 1961.
Prior to its inclusion under the 1961 Act, administrative bodies of the
Institute paralleled those that were adopted at Kharagpur.
While bilateral support from the U.S.S.R. would continue to provide
Soviet expertise to the Institute at Bombay, the major Soviet effort was
completed in 1966 when the UNESCO project was terminated. The project
had been the largest educational assistance program ever conducted by
UNESCO and the first time that a multi-lateral agency had been dominated
2
by the resources of a single nation.
Such domination, however, did not result in the adoption of a
Soviet pattern of engineering training. The lack of Soviet participa
tion in planning the undergraduate courses was principally a function
of their unfamiliarity with the higher institute of technology model
that had been adopted. The plan for a new type of institute at Bombay
with Soviet assistance was altered abruptly with the arrival of the
first Director and the departure of the planning officer. The IIT at
Îndian Institute of Technology, Bombay, Prospectus, 1964, pp. 40-47.

2
UNESCO, Indian Institute of Technology, Bombay, India: Final Report,
Paris: UNESCO, 1968, pp. 9-10.

Bombay consequently did not develop an alternative to the Kharagpur
model based on Soviet ideas. Soviet experts who operated under the
auspices of UNESCO did not have as much opportunity to consider,
criticize, and to help construct a pattern of training that reflected
their own experience in technical education as would their counter
parts in Madras, Kanpur, and Delhi.
The major Soviet contribution to the establishment of IIT, Bombay
was the provision of equipment in a variety of special technical fields,
and the advice of experts in these different areas in the installation
of equipment, the development of laboratories, the teaching of advanced
courses, and the publication of textbooks for the institution. While
Soviet experts participated in the development of individual depart
ments and special subjects within departments, they did not from the
beginning of the project consider broader questions related to the
scope of the Institute's program, or the purpose of the non-specialist
orientation that would be given. The activity of the experts at the
Institute was limited to the special areas designated by the initial
agreement between UNESCO and the G.O.I. for the development of the
Institute.
While no review of the Institute's work similar to that made at
Kharagpur had been conducted before 1970, progress at the Institute was
being observed closely. A team of experts from the American Society
for Engineering Education visited Bombay in 1958 and declared that plans
for the Institute were some of the most advanced they had seen in India.^
Interview, Dr. William E. Stirton, leader of A.S.E.E. mission to

India, January 29, 1967.

66
Similar estimates were made three years later by colleagues of the
first American visitors charged with developing an assistance program
at Kanpur.
West German assistance for the southern regional institute had
been arranged while Soviet experts and equipment arrived at the
Institute in Bombay. While the West German program would also pro
vide equipment and technical personnel to help develop post-graduate
studies at Madras, the experience of the leader of the West German
aid mission with Indian engineering education would result in the
introduction of the first significant alteration of the Kharagpur
model for undergraduate engineering training.

CHAPTER V
THE INTRODUCTION OF WORKSHOP TRAINING BY

WEST GERMAN ASSISTANCE AT IIT, MADRAS
Success in the acquisition of equipment and the utilization of
services of experts from the Soviet Union led Indian educational
officials to seek assistance from other nations for- the higher in
stitute plan. During a state visit to West Germany in July, 1956,
Prime Minister Nehru requested aid similar to that provided at
Bombay for one of the remaining institutions to be established in
the northern or southern industrial region. Two months after the
UNESCO mission had completed lists of equipment for the Bombay
institute, a West German technical mission came to India to deter
mine what aid the Federal Republic of Germany might give in the
establishment of a third IIT.
The mission, headed by Dr. August Ruker, Minister for Cultural
Affairs, was joined by a sponsoring committee for the institute
appointed by the G.O.I. to discuss the plan of the institute. The
committee, headed by the Cabinet Secretary, Shri Y. N. Sukthanker,
advised members of the mission on the over-all purpose of the higher
institutes of technology and their role in the system of technical
education in India. Students would come to the institute after a
one-year pre-university course (later to become the first year of the
five-year integrated course) and would be awarded a bachelor of
engineering degree after four years of study. Emphasis was to be
placed on fundamental science training supplied by a common course
of study for the first two years of the program. The committee
67

68
emphasized the importance of training at the highest level technical
experts in designated fields who could serve as industrial managers
and teachers in other engineering institutions.
The mission visited Kharagpur where the first students had
graduated from the undergraduate program, and where the Act defining
the main purpose of the institute and the legal authorities that
would control its operation had been adopted. Members of the mission
were informed that the Planning Commission had concluded that by 1961
there would be an annual shortage of 1800 engineering graduates and
8000 diploma holders.* They were asked to examine plans for the
improvement of technician and craftsman training.
Following its tour of Indian technical institutions and conferences
with members of the sponsoring committee, the mission submitted its
findings and recommendations for the establishment of the third IIT
to the West German government November 23, 1956. The proposals of
the Rucker mission were formally submitted to the Indian sponsoring
committee in March, 1957.2
Prior to the transmission of its report, Indian leaders were in
formed of the German view that a polytechnical school or engineering
college that 'Would emphasize practical training was the most appropri
ate type of institute to establish with German assistance. According
to this mission, this type of institute would satisfy the need of
Indian students to develop basic manual skills, workshop facilities for
which were not commonly available in Indian industries. The mission
*G.0.I., Planning Commission, Report of the Engineering Personnel

Committee, 1956, New Delhi: Eastern Exchange Press, 1956, pp. 21-22.
2
"German Mission for the Founding of the Technical Institute in
India: Report Concerning Conferences with the Sponsoring Committee,
November 20, to November 22, 1956," signed by Dr. Rucker November 23,
1956. ^Hereafter cited as Rucker Mission Report, 1956J

69
also pointed out that Indian engineering institutions were typically
uninvolved with the solution of industrial problems and the promotion
of industrial growth in the regions where they were located.1 The
German model of the technical college was proposed for the establish-
2
ment of the new institution.
While this general definition of the institute's purpose was
acceptable to the members of the German mission, the scope it implied
was unacceptable to Indian planners. When the proposal was discussed
by Professor Kraus with officials in the Ministry of Education, it was
re-emphasized that the institute would be organized under the higher
•institutes of technology scheme that was being implemented under the
Second Five Year Plan. It was pointed out that the standard of in
struction should be the most advanced that it was possible to establish.
It was also pointed out that German aid would be more highly regarded
in India if it were given in support of the establishment of an advanced

3
technological institute rather than an efficient technical school.
While this difference of opinion about the purpose of the third
IIT would persist throughout the first decade of its operation, an
agreement was reached that combined the German emphasis on practical
training with the Indian insistence that a higher institute of technology
be established on the basis of the integrated plan of studies.
Interview, Professor R. A. Kraus, August 5, 1969. Professor Kraus

was Chairman of the Mechanical Engineering Department at IIT, Kharagpur
from 1954 to 1957. He became the project leader for the German assist
ance program at Madras in 1957, a position he held until 1965.
2Ibid.
^Letter from Professor R. A. Kraus to author, July 10, 1968.

70
Workshop practice would form the base for the integrated pattern,
that was adopted by the institute.'*' The mission suggested that
workshop training be provided for six to twelve months at the begin
ning of the undergraduate program. Workshops would be established
to teach basic skills, skills needed for each branch of engineering,
and for support of the laboratories of the institute. Drafting would

2
be taught in conjunction with the shop practice. Specialized study
for different fields was to be limited to the last two years with a
limit of thirty per cent of the curriculum devoted to electives in

3
these final two years. Further specialization was to be carried out
at the post-graduate level. The organizational plan of Kharagpur was
to be followed.
At the urging of Professor and Mrs. R. A. Kraus, who had lived at
Kharagpur since 1954, it was determined that the institute should be
located in the salubrius climate of the southern region rather than

4
the harsh Gangetic plain in the north.
Claimants to be the location of IIT were numerous. Following the
decision not to base the institute on the Indian Institute of Science
at Bangalore, the All-India Council for Technical Education appointed
a committee, including Dr. J. C. Ghosh and Dr. A. L. Mudaliar, to
settle the question. By May, 1957, the regional committee of the
A.I.C.T.E. announced that Madras would be the location of the third
^"Rucker Mission Report, 1956, p. 2.
Îbid., p. 3.
3 Ibid.
Îndian Institute of Technology, Madras, Souvenir Volume to

Commemorate the Visit of His Excellency D r . Heinrich Luebke, President
of the Federal Republic of Germany, to the Institute of Technology,
M a d r a s , Madras: IIT, Madras, pp. 32-33.

71
1
higher institute of technology. Over six hundred acres of the
Government of Madras deer park (located adjacent to two older engineer-
2
ing colleges) was selected as the site for the "jungle IIT."
The first agreement between the governments of India and West
Germany, based on the conclusions of the Rucker mission and modified

3
by Indian officials, was signed August 7, 1958. The agreement briefly
outlines the major equipment that would be provided to the institute,
the experts and shop supervisors, and the details of twenty fellowships
that would be provided to Indian students for advanced training and
industrial practice in German industries.
Laboratories for training and research at the institute were not
specified. Technical equipment for practical training was to be pro
vided for the following shops to be established at the institute:
1. Woodworking, including a saw mill and wood model room

2. Iron and metal foundry
3. Welding with gas and electricity
4. Plumbing
5. Machining
6. Smithy and small hardening shop
7. Electrical shop
8. General machine shop ^
9. Precision mechanical shop
Film projectors, cameras, typing and drafting devices and offset
printing facilities would also be provided for instruction. German
books and journals that would be needed by the German staff would
also be provided under the agreement.

1
Ibid.
2Ibid.
^"Agreement between the Federal Republic of Germany--Government

of India Concerning the Establishment of a Technical Institute in
India," signed August 7, 1958.
4 Ibid., p. 1 .

German experts were assigned to each department of the institute.
Twenty experts and four shop supervisors were to be sent under the
first agreement. Initially, German experts would function as heads of
departments and coordinators of the laboratories. They would assume
responsibility for the organization of departments and the preparation

1
of lists of equipment needed for the laboratories.
Following the agreement that was" signed in August, 1958, German
experts began to arrive at the institute to develop, under the guidance
of Professor Kraus, plans for the laboratories of the institute. While
individuals would be charged with the responsibility for the detailed
planning for each department, Professor Kraus provided the outline of
the undergraduate degree program including courses of study, details of
the workshop system, and staff requirements. Professor Kraus's plan
was submitted to the Courses Committee which had been formed to consider
the details of the curriculum of the five-year program that would be
offered to undergraduates, and to advise the Board of Governors of the
institute on the academic policies that would be adopted.
The Kraus plan was reviewed in a note prepared for the committee
by a planning officer who had been appointed by the Ministry of Education
to coordinate planning activities prior to the selection of the director
of the institute.
IIT, Madras was to conduct the five-year integrated course in

2
civil, mechanical, electrical, chemical, and metallurgical engineering.
1Ibid., p. 5.
Îndian Institute of Technology, Madras, "Note for the Consideration

of the Courses Committee," New Delhi, June 9, 10, 1959, pp. 2-4,
and Annexure I (First Year Plan), Annexure II (Modified Scheme), and
Enclosure I (Curriculum for Years I-V). ^Hereafter cited Course Committee
NotesTJ

75
The first two years of the courses would be common to each branch of
engineering, with the third year common except for special subjects
that would be introduced to students in civil and electrical engineer-

. 1
mg.
The unique feature of the Madras program would be the "sandwich
system" of workshop training whereby students would be divided into
two groups that would alternate on a weekly basis between workshops
and classrooms. According to the plan, each student would have one
week to complete specific tasks in the workshops without the interrup-

2
tion of academic classwork. Seventy-eight hours of workshop training
would be incorporated into each of the next three years in all programs.
o
Two weeks of continuous project work would be included in the last year.
It was pointed out in the memorandum that the amount of time re
commended for workshop practice in the first year of the Kraus plan
was greatly in excess of that provided in the model curriculum that had
been produced by the Board of Engineering Studies of the A.I.C.T.E.
and the Madras university system.4 While the working paper recommended
that the Kraus plan should be adopted as far as possible, it was sug
gested that the Committee might wish to make certain modifications that
would emphasize courses in mathematics, the sciences, and humanities.
To accomplish this re-emphasis, the total hours recommended for science
courses was increased and half of the hours in the drawing program were
incorporated with the workshop week.
Î bid., Enclosure I, p. 4..
2Ibid.
3Ibid.
4 Ibid.

The Committee was also asked to decide whether it was necessary
to provide a common core of basic science offerings up to and in
cluding the third year as recommended by the model syllabus of the
A.I.C.T.E., or to start specialization, as recommended in the Kraus
plan, at the beginning of the third year.*
While these questions were discussed during the first meeting
of the Committee, no final decisions were reached until the first
director of the institute joined the planning team at Madras in July,
1959. The second meeting of the Courses Committee was held in
December to clarify the content of the five-year program that would be
adopted at Madras.
Professor Kraus had recommended that a two-year common course be
followed by three years of specialist training within the different
departments of the institute. According to Professor Kraus, such a
program would have allowed students who were familiar with machine
tools, manufacturing processes, and techniques of precision measurement
to apply theoretical ideas to a specialized field in the departmental

2
laboratories.
The Courses Committee was of the opinion that specialist study
should be started in the fourth year and built around electives pro-
3
vided by each department. The director summarized the arguments in
favor of the three-year common course.
Course Committee Notes, p. 4.

2
Letter from Professor Kraus to author, July 10, 1967.
3
Indian Institute of Technology, Madras, Proceedings of the Second
Meeting of the Indian Institute of Technology Courses Committee, Held on
the 4th and 5th December, 1959, at Madras, (cyclostyled), p. 2.

75
He observed that while German students entered four or five-year
technical institutions at the age of nineteen-plus with adequate
preparation in science combined with two years of practical experience,
the Indian student at the IIT would come at the age of sixteen-plus
with little workshop experience and inadequate preparation in basic
sciences.1 He pointed out that fundamental sciences and mathematics
consequently had to be taught more intensively in the first two years
of the engineering courses in India. The director also stressed that
the A.I.C.T.E. had formulated a pattern for the first degree course
in engineering and technology that should be followed by all higher
technical institutions so that post-graduate programs offered by the
IIT's would be suited to those who wished to join them. The director
stated that the need for continuity between undergraduate and post
graduate programs in India ruled out any "violent departure" from the
2
accepted standard of technical education in the country.
As a result of these considerations, the Committee reached the
following decisions concerning the academic pattern of the Madras in
stitute.
1. The first two years should be common for all departments

and the third year should have a common core of subjects
for all departments.
2. Emphasis in course work during the first three years

should be placed on basic sciences.
3. Mathematics and physics should be taught in the fifth

year to all students.
4. Specialization would take place in the fourth and fifth

year through a system of electives.^
1Ibid.. pp. 2-3.
2Ibid.. p. 3.
Îbid., p. 5.

76
After the recommendations of the Courses Committee were made,
a draft plan of the institute was completed and presented to the
Board of Governors of the institute in December, 1959. The plan
formulated by the Committee was taken to Germany by Professor Kraus
and Director Sen Gupto, whereupon experts ordered equipment and
specified the size of the laboratories that would be needed to house
and operate the facilities.
German professors had already joined the institute when the final
plan was being discussed in Germany. Experts in mathematics, physics,
hydraulic machines and production engineering, and machine design were
at work in the institute preparing lists for equipment and planning the
layout of the laboratories. Sixteen other positions for which German
personnel would be supplied were also discussed. Four more persons
would be selected in mechanical engineering, while two each would be
chosen for other departments in the institute.'*' Laboratories which
each of these experts would help to develop were comparable in variety

2
and size to those of the German technical universities.
The first agreement was concluded in 1963. While supplemental
agreements were made in order to continue the flow of equipment and
experts, a second contract to reaffirm West German support for the
establishment of the IIT was not signed until March, 1966.
Articles included in the second agreement reflected the difficul
ties that had arisen in the German assistance program. Like the
first, it provided for continued support for the development of the
institute's labs. In addition to the provision of experts for the
^■"Discussions oheVarious Aspects Relating to Planning of the IIT,

Madras with Dr. Kraus," March 22-25, 1960, (cyclostyled), paragraph 5.
2Ibid., p. 8 .

77
departments, senior scientific assistants were to be sent as aides
to the German teachers. Provision was also made for visiting pro
fessorships to allow short time visits by German professors for
lectures at the institute. Grievances concerning campus amenities
and the procedures for the delivery of materials to the IIT were
specified. The major change implemented in the second agreement,
however, was a reorganization of the administration of the German
assistance program.*
Several complaints had been made during the first five years of
the assistance program concerning the lack of coordination between
the German team at Madras and the administrators of the assistance
program in West Germany. Complaints were also made that the German
experts at Madras, while nominally led by Professor Kraus, had no
effective means to place before the Indian staff the German view of
the academic development of the institute. It was reported that the
efforts to assist in the establishment at Madras had been made without
considering developments taking place in comparable German technical
institutes. It was also pointed out that the original German con
ception of the development of an engineering college at Madras
hindered the recruitment of teachers from the technische hochschulen

2
and their willingness to cooperate in planning the German assistance.
*"First Supplementary Agreement to the Agreement of the 28th March,

1966, between the Government of the Federal Republic of Germany and the
Government of India Concerning Technical Cooperation Regarding Further
Collaboration in Respect of the Indian Institute of Technology in Madras,"
(Cyclostyled copy), pp. 2-7.
Înterview, Dr. I. von Ruclcteschell, First Secretary, Commercial,

Embassey of the Federal Republic of Germanyj October 26, 1966. These
views were presented by several of the German and Indian experts
associated with IIT, Madras.

78
T o facilitate the selection of personnel and the delivery of
equipment, an informal committee known as the "Madras Committee"
was formed following the second agreement. A German expert at
Madras would be selected by the group at Madras who would maintain a
closer liaison between leadership on the Indian staff and the Madras
Committee. The Committee would be composed of representatives from
different government departments associated with the exchange of
technical personnel and the purchase of equipment and teachers from
the technische hochschulen at Aachen, Berlin, Braunschweig, and
Stuttgart.*
One of the first activities of the Madras Committee was to re
evaluate the objectives of the German assistance program in relation to
the academic purposes of IIT, Madras. An extensive evaluation of the
assistance effort was made by Dr. Ing. H. A. Havemannin conjunction with
representatives from the Ministry of Economic Cooperation which had
assumed control over the administration of the program in 1966. Dr.
Haveman visited the institute in 1967 and again in March, 1968, after
which he presented a thirty-two page report to the West German government.
According to several participants in the aid program, the Indian
purpose for the IIT had never been fully accepted by the German experts
at the Institute nor clarified for them in terms of the problems of
the southern region in which the Institute was located. While the
^Professor B. Sen Gupto, Report on a Visit to the Federal Republic

of Germany, April 22 to May 1 6 , 1967, July 3, 1967, p. 19. See also
Professor S. Sampath, "Aims and Tasks of IIT, Madras," address delivered
at the D.A.A.D. Seminar for former scholarship holders, January 20,
1968, p. 4.

79
concept of a technical college had been modified, the five-year
integrated program of the IIT did not correspond to the program
which was typically provided in the technical universities of West
Germany.'*'
It was stated that the "concept of purpose" of IIT, Madras should
be developed according to the problems of the region in which it was

2
located. To increase the usefulness of its programs to the region,
to add new insight to existing knowledge, and to put innovative pro
cesses developed by the Institute into the system of economic growth of
Madras, teaching and research should be directed at the special condi
tions of the Indian industries in the region. Industrial cooperation

3
should encourage the use of research results in the total economy.
Examples of problems of significance to the southern region to
which programs of the institute might be directed were tropical
technology, agro-industries, and economics of development. The humani
ties department should develop in addition to language and culture
courses, expertise in Indo-German politics and economic relations.
Marketing research, labor and management relations, and television

4
communication were also areas that deserved study in the Institute.
Înterview, Dr. Ing. R. A. Haveraanp, September 24, 1969.

2
Professor Dr. Ing. H. A. Havemanp Visitation, Indian Institute of
Technology, 1968: Report on the Basis of a Visit to India in M a r c h , 1968
at the Request of the Federal Ministry of Economic Cooperation, Bonn,
April, 1968, pp. 5-7. (From
Besuchsbericht: Indian Institute of Technology,
1968J
Îbid.
4
Ibid., pp. 26-32.

80
In addition to a refocus of the curricular aims of the Institute,1
it was stressed that teaching should foster thermethod of scientific
inquiry. While the, aim of the Institute would be to teach about the
problems of industry in the southern region, scientific inquiry was
to be regarded by the teachers of the Institute as more urgent than
detailed abstract knowledge or routine practice.^- One of the central
tasks of the assistance program under the second phase of its operation
was the clarification of instructional procedures whereby Indian stud
ents could be encouraged to become original in their thinking. Teaching
at the Institute should not consist of "inheriting opinion," or "teaching
a subject."
Research programs at the Institute were viewed as the source of
technological developments indigenous to the southern region. Tests
of products, erection of pilot plants, basic research, and the provis
ion of computer facilities were activities recommended to initiate
cooperation with industries. It was suggested that Indo-German firms
located in the southern region might be used to establish such colla
borations.^
The process of German aid was also reviewed. Whereas emphasis had
been placed on "structural aid" during the first five years of the
association with Madras, "scientific aid" would receive greatest atten
tion during the last phase of assistance. The construction of labora
tories had been accomplished and the leadership for their operation
would be transferred to Indian experts. It was estimated that seventy
per cent of the facilities ;*ould be under Indian direction by 1971.
Further assistance to Madras would stress the use of these facilities
1Ibid.. pp. 7-9.
2Ibid.. pp. 10-12.

81
to advance the knowledge of industrial conditions in the southern
region.*
Experts brought to the Institute under the scientific aid would
be guest professors selected to conduct research and to teach short
courses on topics relevant to Indian industries. They would be
informed prior to their arrival of the conditions of Indian industry
and the types of training and research that were being conducted in
other scientific institutions in India. Technical universities in
Germany would send their own teachers and invite Indian professors to
Germany to maintain momentum and consistency in the development of
research programs. Further material support to the IIT would be pro
vided as it was required by the research team that would evolve between
2
IIT, Madras and the German technical institutions.
Suggestions were also made to improve the internal administrative
structure of the Institute. Departmental chairmen were not to have
control over the wide variety of activity, especially laboratory research,
conducted in a department. Workshops should be used more frequently to
install new laboratory equipment. Professional advances and improved
working conditions should be introduced to prevent good teachers from
leaving the Institute. Central service units should be developed to
increase access to equipment such as the electron microscope and
photographic devices housed in individual laboratories. Faculty clubs,
visits to Germany for professional advancement and contact with German
universities would improve the working conditions of the German staff

3
at Madr a s .
*Ibid., pp. 13-14.
2Ibid.. pp. 15-17.
3Ibid., pp. 19-20.

82
The report of Professor H a v e m a m and the adoption by IIT,
Madras of the semester system of organization led the German staff to
reconsider the curriculum and examination procedures at the Institute.
They met for what one member described as the first joint attempt
made by the German experts to define the curriculum and examination
system necessary to achieve the goal of producing engineers capable of
serving the needs of industry in Southern India. A review of the
first year of the integrated course at Madras was conducted by the
German staff and recommendations were submitted to the Academic Council
for their consideration and approval.
The review attempted to rationalize the integrated curriculum that
had beein adopted by the Institute and the Havemannsuggestions that
problems of industry become the basis of the Institute's programs. The
number of compulsory subjects would be restricted and the number of
electives increased. Two projects would be required instead of one.
The workshop system would be continued and branch oriented practical
training was to be conducted. Additional drawing experience would be
encouraged by keeping drawing facilities open in the evenings. Each
department was to have a staff member who was responsible for securing
places in industry for additional workshop practice during student

1
vacation periods.
The review also outlined changes in instructional procedures that
were designed to foster increased student identification with industrial
problems. As the semester system of academic organization had been
introduced, it was suggested by the German staff that the number of
Îndian Institute of Technology, Madras, "A Review of the

Five-Year B. Tech. Curricula: German Recommendations," ^typed
carbon c o p S e p t e m b e r 18, 1968, pp. 2-4.
R e p r o d u c e d w ith p e r m is s io n of th e co p y rig h t o w n e r. F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

83
of subjects taken each semester should be reduced. It was recommended
that lectures should be limited to fifty minutes, and that each hour
of lecture be credited as one semester hour of work; To increase
student responsibility for his program of study, attendance lists
for later semesters would be abolished. To use the fourth and fifth
years for branch oriented training and project work, humanities and
science subjects should be completed in the first semesters. Each
semester would consist of twenty weeks in which there would be two
eight-to-nine week periods, one to be followed by a mid-term and the
other by a final examination. Open book examinations would be increas
ingly introduced. Promotions were to be made on the basis of a student's
total performance in a year. Weak performances in one or two subjects
could be balanced by a n outstanding record in other areas.^
The attempt to redefine the German aid program according to the
industrial needs of the southern region was continued during a second
visit to India in 1969 by Professor Havemann and members of his staff
from the newly formed economic development institute at Technische
Hochschule, Aachen. Their survey of industrial needs and analysis of
the Madras program, as well as discussions with staff of the Institute,
supported the conclusion that the Institute's programs bore little
relation to the technical services for which demands had arisen in the
southern region. It was concluded that this condition had resulted in
part because the assistance program had been executed without mutual
understanding between German aid personnel and Indian teachers at the
Institute about the Institute's mission. Without such an understanding
it was asserted that a partnership between German and Indian engineering
Îbid., pp. 5-8.

84
educators for the continued development of Madras would be difficult
to achieve.*
It was suggested that IIT, Madras should be conceived of as a
"technological development university" in contrast to the traditional
Indian university. While traditional institutions tended to preserve
cultural patterns in India, the developmental university would promote
and interpret cultural changes. The technical university would,
according to the authors, borrow and develop technological knowledge
produced in other cultures and conduct research in areas for which
adaptable research was not available. While the traditional universi
ties in India might contribute to this activity, the task was viewed
2
as the major responsibility of institutions like IIT, Madras.
It was evident, even to the reviewers from Aachen, however, that
as a result of over a decade of German assistance, an alternative to
the Kharagpur model had evolved at Madras. The inclusion of the
"sandwich workshop" system in the first two years, and the initiation
of discussions concerning the Institute's courses and research and
industrial problems of the South, were distinct contributions to the
establishment of IIT, Madras.
Perhaps the best evidence that the German aid had succeeded in
leaving an imprint at Madras was the observation of Indian teachers that
^"Structural Analysis of the Indian Institute of Technology, Madras-

with special regard to contractural research," 1969, pp. 5-39. /This is
Part A of the research study conducted by Professor Dr. Ing. H. A.
Havemann. The complete report had not been released by the German
Ministry for Economic Cooperation at the time this study was undertaken!/
2Ibid., pp. 14-15.

the Madras program, with its emphasis on practical training, was the
most appropriate objective given the stage of economic development

1
and the employment opportunities for engineers in the Indian society.
While sponsors of the German aid program had come to examine the
German role in the development of the instructional program toward
the end of its involvement at Madras, their American counterparts at
Kanpur had from the inception of its assistance proceeded on the basis
of agreements concerning the purpose and instructional practices that
would be adopted.
Interview, Professor P. C. Varghese, Head, Department of Civil

Engineering, IIT, Madras, May 26, 1969. /a team of professors from
Madras had recently returned from a visit to Kanpur where they had
examined the different undergraduate programs and methods of academic
organization^
w ith p e r m is s io n o f t h e co p y rig h t o w n e r. F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

CHAPTER VI
INSTITUTIONAL PLANNING FOR THE ESTABLISHMENT

OF THE SCIENTIST-ENGINEER CURRICULUM AT KANPUR
The acquisition of Russian support for the Bombay Institute and
the promise of West German aid for another, encouraged Indian planners
to explore the possibility of receiving assistance from the United
States to establish what was to have been the last in the chain of
higher institutes of technology. At the close of Prime Minister
Nehru's diplomatic visit to the United States in June, 1961, it was
announced that a consortium composed of nine engineering institutions
had been formed to assist the Indian government in the establishment
of the fourth IIT. The conditions regarding the purpose and the
instructional procedures to be followed at Kanpur were set by United
States educational advisors prior to the initiation of the sponsor
ship. The formation of the consortium to coordinate the assistance
program would lead to more comprehensive and detailed institutional
planning for the northern institute than its three predecessors. It
would also result in the evolution of a distinctly American approach
in the training of engineers.
The question was raised in the Lok Sabha May 21, 1957, whether
any American technical and financial assistance would be offered to
establish a higher technical institute.^" While no offer had been re
ceived, it was reported that development projects such as the institute
could be financed out of funds provided by the United States under
^Lok Sabha Debates, Part I, Questions and Answers, Vol. I, No. 9,

21st May, 1957, columns 1111-1112.
86

87
surplus agricultural commodities agreements.*
One year later Hymayan Kabir, then Minister for Education, reported
to members of Parliament that a planning committee had been formed to
prepare detailed building estimates and courses of study for the
institute. It was also announced that a twelve-hundred acre site west
of Kanpur had been selected and would be donated by the Government of

2
Uttar Pradesh. It was stated that while no country had formally
offered assistance to establish the institute, negotiations were being
conducted with the United States for support.
An urgent request had been sent to President Stratton of the
Massachusetts Institute of Technology to devise plans for the institute

3
and the conduct of the assistance program. After a study of the pro
posals, their trip to India was cancelled in order to re-evaluate M.I.T.,!s~
capabilities to support technical education in India. Concern was ex
pressed that Indian officials did not understand the methods and goals
of education at the Massachusetts Institute of Technology.
Subsequently, a six-member team sponsored by the American Society
for Engineering Education (A.S.E.E.) was sent to India to appraise the
efforts that were being made to establish the other IIT's and to suggest
the equipment, facilities and experts that should be provided for the
4
northern institute.
Agreement in principle was reached that the institute would receive
1I bid.
2L o k Sabha Debates. Part I, Questions and Answers, Second Series,

Vol. XVI, No. 52, 24th April, 1958, columns 11244-11247.
3Ranpur Indo-American Program File, /hereafter cited K.I.A.P. files/

"Memorandum to J. A. Stratton; Status of the 'India Project,'"
November 21, 1960.
^Stirton, W. E., "Comments on a Mission to India," December, 1958,

pp. 2-9. [Dean William Stirton from the University of Michigan was
leader of the A.S.E.E. Mission 7}

1
American assistance before the team left India in December, 1958.
Detailed plans for the equipment needs of the institute's labora
tories were presented to the Government of India in the spring of
1959.
A second appeal was made to M.I.T. to execute the assistance
project based on the A.S.E.E. estimates. In June, 1960, representa
tives from the Technical Section of the Indian Minis try of Education
and the United States aid mission in India visited the United States
to specify the requirements for support of the institute.
Officials at Cambridge were told that the project would require
the equivalent of forty-five man years of M.I.T. professors in India

2
over a seven-year period. It was estimated that sixty man years of
training would be required for Indian staff in United States institu
tions. Professor M. S. Thacker, Secretary in the Ministry of Education,
visited M.I.T. in July, 1960 to summarize these requests and to im
press M.I.T. officials with the desire to have an "M.I.T.-type
institution" established at Kanpur with the assistance of professors

3
from the institute.
A committee of four M.I.T. professors was appointed to re-evaluate
the proposal and to make arrangements to visit India and to investigate
facilities that were available for higher technical training. The
team learned from discussions at Cambridge and Washington, D.C. that the
4
Kanpur location was the least developed industrial region of India.
^Lok Sabha Debates, Part I, Questions and Answers, Second Series,

Vol. XXIII, No. 18, 10th December, 1958, columns 4114-4116.
2K.I.A.P. File, "Memorandum to J. A. Stratton: Status of the 'India

Project'," November 21, 1960, p. 1.
3
Ibid.; Interview with Professor M. S. Thacker, May 24, 1969.
4Ibid.

89
The committee was also informed that undergraduate programs for
engineers had already been extensively influenced by United States
ideas and practices.*
On the basis of this information, the trip to India was postponed.
Members of the team began to examine the essential characteristics
of the M.I.T. pattern of instruction as they might relate to the
creation of a new institution in India. In their memorandum to
President Stratton, the professors stressed that while it would not be
possible to export the substance or form of M.I.T., it was possible to
identify the distinctive features of the institute which might be
transferable.
The team identified as the essential characteristic of M.I.T. the
"intermixing" of research with graduate and undergraduate teadhing.
The presence of students who strongly reacted to programs provided a
continual source of new research ideas. M.I.T., the team concluded,
was distinguished because it had pioneered in the development of a
research environment in engineering and science and in the study of the

2
social and human implications of these two areas.
The team also concluded that what could be provided from the re
sources of the Institute was a "spirit and a way of approaching
technological education" rather than a blueprint of specific curricula
or recommended research topics. It was recommended that M.I.T. might
better utilize its resources in the development of a research center
x*ith a graduate teaching program rather than a regional institute of

3
technology.
1Ibid.
3Ibid., p. 6 .
3Ibid., p. 7.

90
To discourage the expectation that an "M.I.T.-type of institution"
cottld be established, the Ford Foundation (rather than the United States
government) sponsored the team of professors which left for India in
January, 1961. W hen they arrived, the IIT at Kanpur was in the middle of
its first year of instruction under the directorship of Dr. P. K. Kelkar.
The team returned from India more hopeful that a significant effort
could be made to assist the Government of India in the IIT scheme than
when it had departed. It was discovered that Kanpur was not as backward
in industrial development as initially estimated.* Undergraduate train
ing which had developed in India according to American designs since 1945
was found not as advanced as it had been reported. It was also pointed
out that while Americans had produced changes in engineering institutions
in India which they had assisted, there was little evidence of any influ-
2
ence on the quality of instruction.
According to the three observers, the original concept of aid in
support of the establishment of the institute would require substantial
modification. Equipment lists could not be prepared in advance of the
arrival of professors from the United States. Effective assistance
would require the adoption of an American instructional pattern which
would be unfamiliar to most Indian teachers at the Institute. The pur
pose of aid at Kanpur would be to provide an authentic American experi
ence to assist the Indians in the development of their own methods.
Definite departures from the earlier patterns of technical education
*K.I.A.P. Files, W. W. Buechner, L. 0. Smullin, N, C. Dahl, "An

Opportunity for United States Participation in Indian Technical Educa
tion," March 3, 1961, p. 6.
În addition to the program of support at Kharagpur, United States

assistance was provided at the University of Roorkee, the Bengal, Guindy,
and Poona Engineering Colleges.

91
established chiefly fco train administrative personnel would have to

1
be m a d e .
The team estimated that it was beyond the capacity of a single
American institution to furnish the sustained effort that would be
required to carry out the experiment the Indians wanted to attempt.
It was recommended, therefore, that a group of institutions take on

2
the responsibility. By April, 1961, Professor Norman Dahl, leader of
the M.I.T. team, notified Dr. Kelkar that a group of institutions had
been invited to explore the prospect of participation in the establish
ment of a higher technical institute in India. Dr. Kelkar was asked
to provide detailed information about the institute which could be

3
presented to members of the consortium when it was formed.
The response of the new Director of the institute to the request
for information confirmed the view of the M.I.T. team that a major
departure in Indian engineering education would be possible if an ade
quate source of American technical guidance could be assembled. Dr.
Kelkar stated that attempts would have to be made to cultivate the
scientific attitude in Indian students. Conditions would have to be
established in the institute to allow the releasfe of the creative
energies of all people working in the institute. A climate would have
to be generated that would support sustained creative activity in
humanistic as well as technical fields. Research would have to be
^Buechner, Dahl, Smullin, 1961, p. 6 .
^K.I.A.P. Files, "Memorandum to President J. A. Stratton; Recommend

ation for Activity in India," February 13, 1961, p. 1.
^K.I.A.P. Files, Letter from Professor Normal Dahl to Dr. P. K.

Kelkar, Director, IIT, Kanpur, April 27, 1961.

92
incorporated with instruction at undergraduate and post-graduate levels
in the institute.1-
Dr. Kelkar's letter and the report of the M.I.T. planning team
were presented to representatives of the seven institutions that
assembled in Cambridge in May, 1962, to discuss the organization of

2
a group effort to support IIT, Kanpur.
Prospective members of the consortium were informed that while
attempts had been made to improve the standard of undergraduate train
ing for engineers since 1945, instructional patterns in most institu
tions, including the IIT's, conformed to the Anglo-Indian tradition from
which a departure was being sought. The M.I.T. team reported that much
of the work at Bombay was based on American principles while at the
post-graduate stages the Soviet emphasis on specialist research had
been adopted. It was pointed out that the small American team at
Kharagpur had made no visible impact on the pattern of instruction.
The group was told that in order to compete with the U.S.S.R., West
Germany, or any other nation, in the support of an IIT, the task could
not be undertaken by M.I.T. alone. It was estimated that one or two

3
persons per year from each supporting institution would be required.
K.I.A.P. Files, "Information Returned to Professor Dahl Describ

ing Various Aspects of the IIT/Kanpur Program as Envisioned by Dr. P. K.
Kelkar, and Facilities Available in Kanpur for Staff from the United
States," sent with a letter from Dr. Kelkar to Professor Dahl, May 13,
1961, pp. 2-22.
2
In addition to M.I.T., the institutions were California Institute
of Technology; Purdue University; Carnegie-Mellow University; The Ohio
State University; University of California, Berkeley; Case Institute of
Technology; and Princeton University. The University of Michigan was
represented by Dean W. E. Stirton at this first meeting, but not offici
ally represented until June, 1962.
3
K.I.A.P. Files, "Notes Taken at Meetings on Kanpur Project by
Professor Norman Dahl," M.I.T., May 26, 1961.

93
Professor Dahl, who would soon be elected leader of the assistance
program, stated that the purpose of the consortium should be to estab
lish an environment at Kanpur in which an Indian faculty could create
an approach to engineering training and research which would be a
strong reflection of what was being done in the United States. Member
institutions would work together to foster attitudes that would allow
Indians to make a deliberate break with British and European assumptions
about engineering training. It was noted that the process would involve
an adaptation rather than a transplant of American practices. Professor
Dahl emphasized that the project would not succeed if it were viewed as
an attempt to create an M.I.T. of India. It was to be regarded as an
American university effort to explore with Indian educators a suitable
modification of the best American engineering practices.*
An agreement was reached by representatives of the nine institu
tions for participation in the development of the IIT at Kanpur. An
organizational meeting of the consortium1s Steering Committee was held
in August, 1961.
The Steering Committee, like the M.I.T. planners before it,
attempted to identify features of American engineering education which
it would be necessary to cultivate at Kanpur. The Committee identified
the ability of American institutions to adapt to rapidly changing
conditions as the most significant characteristic. While a variety of
academic and organizational approaches had been adopted by consortium
institution to meet the problem or rapid changes in science and

2
technology, certain conditions had to be met in each variation.
*Ibid., pp. 1-18.
2K.I.A.P. Files, "Kanpur Steering Committee," August 14-15, 1961,

pp. 6-7.

94
One of the most important was that the faculty in each institution had
the basic responsibility for its educational and research pattern, as
a result of which critical and experimental attitudes continuously
criticized existing patterns in order to evolve future patterns.^- The
obligation of the Board of Trustees in each institution was to insure
that its faculty enjoyed the necessary autonomy and financial support
to evolve new solutions to technical problems. In each institution
there was an active research program. The last condition was that
engineering practice be rooted in science to allow graduates to develop

2
the necessary mobility to meet changing technological conditions.
Other features of the consortium institutions that were identified
emphasized the importance of preparation for changes in technical fields.
A good undergraduate program existed only where there was a strong
graduate program with some staff participating in both programs. The
human and social consequences of technical change made it imperative to
devise humanities and social science programs that would lead students
to understand m a n and his responses to change. Students in the under
graduate programs of American institutions must assume responsibility
for the use of his time. Instruction was based on the general use of
3
assigned textbooks and collatoral reading in each subject.
Following this analysis, the Committee agreed that the basic aim
of the Kanpur support program would be to help create an environment in
the institute in which change and the evolution of the training and
research programs would continuously occur. No attempt would be made
to establish a particular structure of subject matter, research program,
1Ibid.
2Ibid.
%bid.

95
or academic organization. The sum of the experience of the member
institutions would have to be adapted and translated into the Indian
situation.
Based on these assumptions concerning its tasks in the support
of the Kanpur institute, the Committee recommended that certain
procedures (characteristics of American institutions) be followed in
the establishment of Kanpur.
1. The engineering curriculum would be founded on a

thoroughly modern scientific base.
2. The institute should not tie itself to any particular

industry such as technology of textiles.
3. Undergraduate and post-graduate instruction would be

initiated at the same time.
4. A proper balance between science and engineering subjects

and humanities and social science should be sought in
collaboration with Indian colleagues.
5. Faculty should have complete responsibility for examina

tions.
6. Contact hours with students would be limited to

approximately twenty hours each week.
7. Workshops would not be used to develop mechanical and

manipulative skills of students.
8. Textbooks for each student would be available and would

be required.
9. The establishment of the institute's library would be of

critical importance.
10. Undergraduate degree programs would be started in differ

ent science subjects.
Other procedures, including the introduction of the metric system,
were also started.
The initial aim of the assistance program was to develop a strong
Indian faculty. Americans would act as advisors and consultants.
1Ibid., pp. 7-10.

96
Most of the assistance to the institute in the initial stages would
emphasize the development of the undergraduate curriculum (parti
cularly the balance between different subject areas), the design of
institute laboratories, and the development of new teaching techniques
including an internal examination system and the development of
teaching devices.
Discussion of the Steering Committee's proposals were conducted
at two joint conferences between representatives from India and the
Steering Committee. At the first joint meeting in September, 1961,
several agreements were reached which reflected the intent of both-
Indian planners and the American aid program to foster the establish
ment of a new pattern at Kanpur based on the programs of consortium
institutions. It was agreed that the curriculum of the Institute would
be built on a common core of subjects for the first three years.'*' A
student's field of specialization would not be defined until the comple
tion of the core courses. Sixty-five per cent of the first year's
program would consist of science subjects, and the remainder would con
sist of service courses in such areas as engineering drawing, English,

2
and social sciences. While no formal agreements were reached, Steer
ing Committee members expressed their views concerning the importance
of faculty recruitment, reduced contact hours, textbooks, and internal
evaluations of student progress. The members also presented their ideas
on the significance of a "first class program in humanities and social

3
sciences," and a well-equipped library facility.
^K.I.A.P. Files, "Summary Report of First Joint Conference,"

M.I.T., Cambridge, Massachusetts, September 5-6, 1961, pp. 10-11.
2Ibid.
3Ibid., p. 1 2 .

97
Following the first joint session, Dr. Kelkar and Shri Chandiramani
visited each of the consortium institutions to learn about those
features of the engineering programs that might be developed at Kanpur.
At M.I.T. the importance of the physics in the common course was
emphasized, and techniques for the production of experimental kits for
home study were examined. The importance of a good library plan was
stressed at Purdue University. At The University of Michigan techniques
for the introduction of computers in teaching basic engineering courses
was examined. The role of the branch campus in a large state system
of education was studied at the University of California, Berkeley.
Questions concerning academic freedom for faculty members, staff stu
dent relationships, adequate office space for faculty members, were
explored at other consortium institutions.^
The reactions of the Indian visitors to the American system of
engineering education were recorded at the second joint session held in
Berkeley in October, 1961. Shri G. K. Chandiramani pointed out that
while G.O.I. required certain uniformities in the operation of the
institute, he could foresee no difficulty in modification of recruit
ment procedures being made by the Kanpur Institute. It was admitted
that some restrictions concerning pensions, promotions, and salary
scales would not allow Kanpur to adopt the flexibility that was observed
in consortium institutions. He felt that it would be possible to allow
greater freedom to department chairmen at Kanpur in the budgeting pro-

2
cess than was typical in the other higher institutes of technology.
^K.I.A.P. Files, "Minutes of the Third Meeting of the Steering

Committee," October 4-5, 1961, pp. 6-12.
2
K.I.A.P. Files, '.'Summary Report of the Second Joint Conference,"
University of California, Berkeley, October 4-5, 1961, pp. 2-4.

9»
Dr. Kelkar reported that the American capacity for changing course
content and procedures for instruction had surpassed his expectations.
He was impressed with the freedom faculty members had to express their
views on academic policies and to attempt projects that were of per
sonal interest to them. He pointed out to members of the consortium
that Indian students different greatly from those attending the
American institutions in their ability to assume responsibility for
learning. More guidance might have to be given to Indian students than
was typically provided to American students. Greater emphasis in the
Indian program would have to be placed on the relationship between
theoretical subjects and practical applications.'*' Faculty members
would have to organize extra-curricular activities for the Indian stu
dents.
On the second day of the joint session agreements were reached on
many of the topics that had been discussed by the Steering Committee
with the Director of the Institute at Kanpur and the chief technical
advisor to the Government of India. Several related to the procedures
that would be adopted for the organization of the academic program at
Kanpur. English or American textbooks would be used, subsidies for
which would make it possible for a student to purchase his own texts.
Contact hours would be limited to twenty to twenty-five per week. A
student's performance in a semester would account for less than half
of the final examination. While departments would be designated
according to the all-India standard of engineering education, curricula
would be developed to foster an interdisciplinary research program.
Laboratory work at Kanpur would be made experimental to allow students
Îbid., pp. 4-5.

.99
to develop an interest and skill in learning how to handle new
situations.^-
It was also agreed that an American program director and the
Director of the institute would determine the staff requirements for
the institute. The American teachers at Kanpur would be known as

2
visiting professors and not advisors. One month after these under
standings had been reached, members of the Steering Committee left
for India to formulate a work program for the Kanpur Indo-American

3
Program.
Under the administration of Educational Services, Incorporated
(changed to Educational Development Center in 1969), consortium mem
bers would collaborate with the personnel at Kanpur to advise on
curriculum and the development of research and graduate teaching.
Americans would advise on the standards of admission, methods of teach
ing, and standards for graduation and placement of graduates in Indian
industry. They would assist in the development of supportive facilities
and advise on building design and the selection of equipment for the
i 4
institute s programs.
The work plan also specified the nature of the field staff that
would work at the institute. In addition to a program director who
would serve as a consultant to the Director of the institute and assist
him in the coordination of activities of the faculty at Kanpur, the
Îbid., pp. 9-14.
2Ib i d ., p. 15.
3
Hereafter cited, K.I.A.P.
*H?ork Program for Kanpur Indo-American Program, December 19,

1961.

100
field staff would include visiting professors, librarians, research
assistants and technicians, as well as administrative officers to
assist American families arriving at Kanpur. Provision was also made
for short term staff members to assist in the establishment of the
library, departments of the institute, and research programs.* The
services of personnel from consortium institutions in each of these
categories would be extensively used during the next eight years of
the Kanpur assistance program.
Steering Committee members returned from their visit to India
encouraged by the prospect that the consortium could assist effectively
in the development of IIT, Kanpur. The substance of the work program
had been accepted by the Indian government and by February, 1962, the
contract to support the development of the institute had been signed.
When the program leader arrived at Kanpur, curriculum planning for
the institute shifted to India.
Indian and American experts then began a "delicate dialogue" to
interpret the academic program of the institute and the instructional
2
procedures that would be required to conduct the program. While plans
for the laboratories and designs for buildings were being drawn, in
struction was conducted in temporary quarters located in the city of
Kanpur. By. August, 1962, the first report on the organization of the
library was prepared. By November visiting American professors circulated
the first memorandum which outlined the areas of agreement that had been
reached about the academic program of the Institute. The first meeting
of a formal Institute Steering Committee was held January 10, 1963. It
1Ibid., pp. 2-3.
Înterview, Professor J. Mahanty, Professor of Physics, Indian

Institute of Technology, Kanpur, September 15, 1966.

101
was through the labors of this body that the basic plan for the
institute evolved in 1963.
When the visiting professors arrived at Kanpur, a tentative
scheme which reflected the pattern at Kharagpur had been adopted.
The first three years of the undergraduate course were common. Work
shop practice had been introduced for each of the first two years.
The term system of academic organization, with marks assigned to each
course, was in operation. Thirty-three hours per week were devoted
to formal class work. There were three ten-week terms followed by one
week of examinations at the end of the third term of each year.*
A n opportunity arose for the Director to explain to the faculty
modifications that would be made in the tentative scheme when the G.O.I.
asked the institute to reduce the length of the first degree course
owing to the border crisis that had arisen between China and India.
Dr. Kellcar took the occasion to explain to the faculty the proposals
2
which had been discussed with the Steering Committee of the K.I.A.P.
Dr. Kelkar pointed out that the central problem with past engineer
ing education in India had been the limitation of its purpose to the
training of civil engineers for government departments and military
service. Dr. Kelkar also noted that while an expansion of engineering
^"Tentative Scheme of Undergraduate Courses as Presently Agreed

upon by the Faculty," May 23, 1962. See also the "Tentative Scheme of
Examinations, etc., to be followed in Indian Institute of Technology,
Kanpur," August 24, 1961.
2
Dr. P. K. Kelkar, "A Note Briefly Giving an Analysis of the
Impact of the Present Emergency on the Philosophy of Engineering Educa
tion as Distinct from Engineering Training, with Particular Reference
to the Suggestion that the Duration of Courses Should be Reduced,"
December 6 , 1962, pp. 2-17.

102
colleges had been undertaken since independence, it still was not
possible to create and sustain in Indian institutions the kind of
instructional climate that would make it possible to train Indian
students to be capable of producing a creative impact on their
environment. The reason for this failure, according to the Director,
was that no basic thought had been given to the process of education
or the responsibilities each individual had in a technical institution
for the achievement of its goals. He strongly urged the faculty to
support him in the rejection of the Government's proposal to reduce
the length of the degree program so that the planned effort to create
a vital educational program at Kanpur could be undertaken.1
As a result of intensive discussions with visiting professors, a
variety of curriculum plans were submitted to the Director. Each
plan contained recommendations on the pattern of the five-year integrated
course.
One plan stressed the need to provide common science and engineering-
science courses, in the different branches of technology, that would

2
develop skills that were valid for a life time of professional practice.
To effect these purposes, there would be time schedules that would
provide greater time for individual study, library reading, and research
for faculty members. Technical arts, including engineering drawing,
manufacturing skills, and economic analysis of production, would be
offered.
Three areas of the program, fundamental, middle, and professional,
1I b i d .
2
Professor Richard H. Zimmerman, "Report, Undergraduate Curriculum
Structure for Indian Institute of Technology, Kanpur," submitted to
Dr. P. K. Kelkar, Director, IIT, Kanpur, August 31, 1962, pp. 1-18.
R e p r o d u c e d w ith p e r m is s io n o f t h e c o p y rig h t o w n e r. F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

103
were outlined in another memorandum. The first would include a study
of models of physical situations. In the middle, fundamental ideas
would be expanded and interrelated. Broad themes would be explored,
and the mathematical analysis would be employed. Professional
specialization would be limited to six months to eighteen months.^-
While there was disagreement about the balance between the study
areas of the proposed plans, consensus was reached on several instruct
ional procedures. Contact hours would be reduced to twenty-five hours
per week with emphasis to be placed on the textbook and library work.
Students would not be allowed to study more than four technical courses
in one semester. Three common courses for students in the engineering
and science departments would be created. A comprehensive program in
technical arts would be adopted. A strong humanities and social science

2
component would be required.
Summaries of curriculum discussion revealed that there was a
variety of opinions concerning aspects of the institute1s program.
Included among these was the extent to which common courses would be
taught on an interdisciplinary hasis rather than in the departments
which the subjects were most directly concerned with; bookkeeping pro
cedures for student grading; and terminology for different academic
procedures. The most persistent problem that arose, however, was the
role that the Department of Humanities and Social Sciences would play
in the institute.
*K.I.A.P. Curriculum Discussions, "To American Staff from Bob

Halfman, Working Memorandum on Curriculum," 17, October, 1962.
^Located in the files of Dr. M.S. Muthana, Deputy Director, Indian
Institute of Technology, Kanpur, hereafter indicated as Muthana files^
^Muthana files, Bob Halfman, "Memorandum to American Staff,"

November 1, 1962.

104
The comprehensive proposal for the humanities and social science
curricula was presented to the Director of the Institute in October,

1
1962. Consistent with the mission of the Institute, the humanities
and social sciences were to develop the "broadly trained professional."
While the proposal explained the need for the Institute to evolve a
program that would expose students to a wide range of human experience,
it stressed that the immediate gcill in a technological institute was

2
to provide a limited number of subjects for concentrated study.
Fields to be included in the curriculum would be chosen according to
their intrinsic validity and importance without regard to the specific
needs of scientists and engineers in their professional capacities.
It was also proposed that the fields chosen for inclusion in the
Institute's plan would provide offerings that would contribute to the
development of each field and not be restricted to the narrow and

3
immediate concerns of the Institute.
Four fields that were of general educational value, relevant to
the problems of Indian society and concerns of scientists and engineers,
were proposed. Languages, linguistics and literature were included
as humanities; and economics, history, and sociology and anthropology

4
were the social sciences selected.
English as a second language would be taught during the first two
^Professor 0. L. Chavarria-Aguilar, "A Proposal for a Humanities-

Social Science Curriculum for the Indian Institute of Technology,
Kanpur," submitted to Dr. P. K. Kelkar and Professor Norman C. Dahl,
October, 1962, /cyclostyledj pp. 2-20.
2
Ibid., pp. 3-4.
3Ibid., p. 4';
4Ibid., p. 6 .

105
years, and contemporary and classical literature would be introduced
during the second year. Electives in humanities would be introduced
in the last three years and would offer staff opportunity for pro
fessional advancement. Languages, including French, Russian, and German,
would be taught as well as linguistics.
Economics would be taught to provide basic understanding of
development planning and economic problems unique to India, but would
not be tied to the technical aspects of each engineering field. Basic
principles of sociology and anthropology would be introduced. Histori
cal training would be provided.
It was estimated in the proposal that thirteen per cent, or 780
hours of the first year's curriculum should be reserved for the humani
ties and social sciences. It was also estimated that if the total
contact hours were to be reduced to twenty-five, the total time devoted
to the area would be twenty per cent.
The humanities and social science proposal, as well as the ideas
for instruction in the Institute which were being informally discussed
by Indian faculty and American professors, became the responsibility
of the Steering Committee that was formed at Kanpur.* The committee
was appointed by the Director with the concurrence of the Institute
Senate.
During the first meeting of the Steering Committee it was agreed
that the semester system would be adopted for the group entering the
Institute in July, 1963. While no final decisions regarding the examina
tion system and curricula for the first three years was reached, it
1 This was a committee appointed by the Director at Kanpur and

should not be confused with the K.I.A.P. Steering Committee which met
periodically in the United States.

106
was decided that the Steering Committee would assume responsibility
for their formulation.^"
Details regarding the academic organization of the Institute were
discussed in subsequent meetings of the Institute Steering Committee.
The length of the work week and the reduced number of contact hours
was considered. The nature of science-engineering courses was specified.
Class size, length of lectures, and effective means of conducting
lectures were explored.
The role of practical training in the Kanpur program was a topic
of debate at two of the Steering Committee's meetings. It was decided
that technical arts at Kanpur, including fabrication skills, would not
stress performance of manipulative skills. What was desired was for
the student to develop a theoretical underpinning--an understanding of
the properties of materials and the nature of the problems that were
2
involved. It was agreed that it was not possible to impart all technical
skills and that it was more important to develop an attitude toward
precision operations.
It would be important for graduates of Kanpur to know equipment
and to know where to have work done, rather than actually make objects.
The ability to seek information was viewed as more important than skill
performance or the display of techniques. It was claimed that the basic
emphasis in workshop practice in most Indian engineering institutions
had been on techniques rather than understanding of what was being

3
attempted.
''"Muthana Files,"Minutes of the First Meeting of the Steering

Committee," January 10, 1963.
2Muthana Files, "Minutes of the Third Meeting of the Steering

Committee, February 1, 1963.
3Ibid.

107
It was agreed that the time devoted to technical arts should be
reduced from seventeen per cent to ten per cent of the five-year
1
course.
The proceedings of the Steering Committee and of the different
sub-commitcees appointed to examine the details of the academic
procedures were summarized in a letter that was addressed to all
members of the faculty in May, 1963. The letter reviewed the pro
cedures that were to be adopted from July, 1963. The academiccalendar
for the five-year integrated course would be based on the semester
system. Students would be expected to take five or six subjects per
semester and to work fifty-five hours each week, about twenty-five of
which would be devoted to lectures, laboratory practice, and tutorials.
Students would be promoted on the basis of performance in each subject.
Institute requirements for graduation would include approximately 550
hours of work during the first three years. Departmental requirements
would include 200 hours of work that would be taken in the fourth and
fifth years. At least fourteen per cent of the undergraduate credits

2
would be devoted to humanities and social sciences. The faculty was
informed that a trial of the first-year courses under the new program
would begin in July, 1963.
Courses for the first-year group in 1963 were taught by members
of the First Year Committee of the Institute, an interim successor to
the Steering Committee. The new committee to organize the first year
had been appointed by the Director to decide what subjects should be
^Mathana Files, "Minutes of the Fourth Meeting of the Steering

Committee," February 7, 1963.
^Mathana Files, "Minutes of the Ninth Meeting of the Steering

Committee," April 29, 1963.

108
taught, what grading and promotion system should be adopted, and
what instructional methods should be employed. Homework, measurement
of academic performance, presentation of course outlines to students,
attendance and grade reports, counseling and registration procedures,
office hours, and quizzes were some of the details that were considered
by the Committee.*
One of the major procedures considered by the Committee was the
system of academic evaluation. While the Kharagpur system had been
followed for the first two groups, the new group was to be promoted on
the basis of their performance in each subject. Letter grades and
grade point averages would be a s s i g n e d . ^
While the First Year Committee organized the instruction for stu
dents in the first year, the Institute’s Steering Committee was recon
stituted in September, 1963 to consider the changes that had been
introduced since the Institute opened in 1960.^ It was recognized that
the system proposed by the First Year Committee would require a funda
mental shift in the relationships between students and teachers.
Student performance throughout the semester, rather than merely a final
examination, was the basis for evaluation of academic progress. A
change in faculty attitudes to allow changes from the precise numerical
marking system would have to be achieved. Numerical equivalents for
work on examinations, quizzes, tutorial sessions, and practical work
Muthana Files, "First Year Committee Records, Record of Decisions

Made at the Meeting," July 4, 1963.
^Muthana Files, First Year Committee Records, "Report on the

Meeting of the Sub-committee on Grades, Examinations, etc., of the
First Year Committee," New Delhi, August, 1963.
^Muthana Files, "Minutes of the Reconstituted Steering Committee,"

October 19, 1963. /The Reconstituted committee held four meetings
between October, 1963 and January, 1964, when it was dissolved]/

109
would have to be established; To consider these issues in the context
of the three-year core curriculum, the Director once again appointed
a committee composed of visiting professors and Indian faculty. The
Core Curriculum Committee was formed February 5, 1964.
All activities of the Kanpur program were not directly concerned
with course adoptions and instructional procedures. Facilities that
would support the teaching and research programs of the Institute
were a major aspect of the aid agreement. One of the most important
of these was the library system adopted at the Institute.
Basic conditions for the provision of the assistance were that
students would be required to engage in more independent study and
that research programs would be initiated by the faculty. The creation
of an appropriate library for the Institute was therefore considered
one of the highest priorities in the development of the Institute.
Besides the provision of a collection of books and journals, similar
to those possessed by one of the consortium institutions, procedures for
processing orders and cataloging acquisitions were developed with
American assistance.
Librarians from Purdue University visited libraries in India for
two weeks in the summer of 1962, They observed the operations of the
university libraries in Calcutta,. Madras, Bangalore, Bombay, and New
Delhi.^ Their report, which was submitted to the Director, outlined
the principles on which the library was to be based.
It was noted that Kanpur, unlike its sister institutions in
America, had to create an intellectual climate that would require a
^Muthana Files, Oliver C. Dunn, "A Library Development Plan for

the Indian Institute of Technology, Kanpur," August, 1962, pp. 1-18.

110
different role for the library. In addition to facilitating the
transmission of knowledge, the faculty in the Institute would have
to impart to students the attitudes of inquiry upon which technologi
cal, scientific and sociological advances depended. The anticipated
decrease in strict adherence to textbooks and lecture notes and the
reduction of scheduled class hours would make it necessary for
students to pursue studies on an independent basis. For these purposes
and for the conduct of an active research program, adequate facilities
for the library were regarded as essential.*
q To accomplish these goals, it was recommended that the general
pattern of the library should be developed according to American pre
cedents. The collection should be built around scientific and technical
fields to provide support for the teaching and research programs. The
building would be able to house up to two hundred thousand books and
have seating accommodations for about five hundred persons. The library
would be considered an academic department of the Institute, and the
librarian would have responsibility and authority for its management and
policies. The library should be responsible for all books purchased in
the Institute wherever they might be housed.
When the progress of the library's development was reviewed two
years later, it was reported that the central role which had been pro
posed for the Kanpur library had helped to procure a building budget and
2
a book budget much larger than the other IIT's. The visitation of
library personnel to American university libraries was recommended to
underscore the importance of promotion of "reader service" in the library.
1Ib id., pp. 2-4.
201iver C. Dunn, "Progress Report on the Library, Indian Institute

of Technology, Kanpur," May, 1964, pp. 1-2.

Ill
Thermofax copiers, translation services, and the delivery of journals
through Air Mail were facilities to be introduced as a result of the
third consultation on the Institute library.*
Similar efforts were made in the establishment of a computer
center. The center opened in August, 1963, when operations at the
Institute were shifted from Kanpur to the rapidly developing campus
west of the city. Two computer systems, one medium size and one large
size, were installed. Both computers are used for Institute research
projects as well as processing student registrations and examination
data. Courses in computer science are offered to all third year students
and intensive courses are provided for persons from outside the Instit
ute. The Institute has planned to extend the use of its facilities to
2
other technical institutions, research institutes, and industries.
In addition to the laboratories organized by each department,
special laboratories and facilities are designed to promote inter
departmental activity. The Central Research laboratory houses facili
ties that are used by all departments of the institute for projects
requiring the use of such equipment as mechanical testing machines
and electron microscope equipment for analysis of surface phenomena.
A closed-circuit television station was built under the Electrical
Engineering Department's program. Flight research is conducted in a
wind tunnel and landing strip provided by the Institute.
B y 1965 reports to the Steering Committee of the K.I.A.P. from
*Muthana Files, Oliver C. Dunn, "Two Years' Progress, Present

Problems and a Five-Year Plan," March, 1966, pp. 2-18.
2
Indian Institute of Technology, Kanpur, Proposals for the Fourth
Five-Year P l a n , November, 1966, p. 19.

112
the United. States began to extol the quality of the Indian faculty
that had been recruited. A n American visitor in January, 1965
reported to the Committee that an ''absolutely first rate" faculty
had been assembled at Kanpur.^
The recruitment of such an academic staff to the Institute
required an expansion of the United States aid program and an involve
ment in an area of planning that had not been originally envisioned.
One of the most critical of these areas was the administrative system
of the IIT. To achieve an increase in the flow of information between
departments and the delegation of authority among members of the
faculty, education adminid:ration specialists were sent to Kanpur.
The administration of the Institute’s academic program was the
responsibility of the Director, Deputy Director and Registrar. Under
the terms of the IIT Act, all decisions related to the recruitment
of staff, promotion of faculty and purchase of equipment were the
responsibility of the Director and these principal officers. While
in practice many administrative procedures had been modified, parti
cularly in the recruitment of faculty, responsibility for budgeting,
recording of student performance, and the purchase of equipment re
mained vested in these principal officers and the different administra
tive units.
It was reported to "he Steering Committee in the autumn of 1965
that unless administrative support for the IIT was improved, many of
2
the gains recorded in the academic program would be jeopardized.
^K.I.A.P. Files, "Minutes of the Eighteenth Meeting of the Steering

Committee," February 12-13, 1965, p. 2.
2K.I.A.P. Files, "Minutes of. the Twenty-Ninth Meeting of the

Steering Committee, University of California, San Diego, May 27-28,
1968, pp. 6-7.
R e p r o d u c e d w ith p e r m is s io n of th e co p y rig h t o w n e r. F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

113
Two academic deans were appointed in April, 1966 (Dean of Faculties
and Dean of Graduate Studies and Research), but Kanpur had grown in
size and complexity to the extent that more deans and greater
coordination between them were recommended by American experts. In
addition to the two deans that had been appointed, a third, Dean of
Undergraduate Programs, and the establishment of an academic cabinet
were recommended.^ The cabinet, entitled the Executive Committee on
Administration and Personnel, was formed in 1968. The Committee was
to consist of the three deans, the Deputy Director, Registrar, a
Secretary, and, initially, one American Program Leader.
It was suggested that academic committees for undergraduate and
post-graduate programs should be established which crossed departmental
lines. Encouragement was also given to the appointment of faculty
advisory committees for appointments and promotions. A systematic pro
gram of leave time for faculty development was to be developed.
The tasks of non-academic administration were also considered
major obstacles to the conduct of the academic program of the Institute.
Procedures were developed to strengthen those functions related to
the academic record keeping, accounts, purchasing, and budgeting.
Training programs were introduced in which administrators from each
section learned the use of the computer to process information related
to their department. With assistance of American personnel, jobs in
each of these areas were classified and role expectations were written.
Faculty committees were appointed to work with persons in each of the
departments. Maintenance personnel were also included in discussions
K.I.A.P. File, J. Douglas Brown, "Report on Visit to Indian

Institute of Technology, Kanpur," February 15th to March 6th, 1968,
pp. 3-4.

114
of the Institute's purpose and the importance of their task in the
success of the Institute.1 Consultants were also provided by K.I.A.P.
for administrative data processing, instrument design and maintenance,
and personnel administration. The recruitment of the Indian faculty also
spawned a variety of efforts to develop the environment of the commun
ity that had grown up at the Institute. A major effort was made to
create elementary and secondary schooling facilities for children of
the Institute faculty as well as an "opportunity school" for the
children of non-academic staff and servants. Experts assisted in the
development of an English language curriculum, the recruitment of
•administrators and teaching staff, clarification of school policies,
and planning the construction of two school buildihgs. Other activities
for which American consultation was provided were the creation of an
Institute health center; recreational facilities for students and staff;
sewage and water treatment programs, and architectural advice on the
design of campus facilities.
The pattern of the Institute and the conduct of the American
assistance program were continuously reviewed. Semi-annual progress
reports were submitted to the United States government. Monthly reports
reviewing the development of the Institute, their recruitment of
faculty, and the development of Institute programs were provided to
the Steering Committee which.held from two to three meetings each year
at the campuses of the different consortium institutions. The Program
Leader usually traveled to the United States for these meetings, and
^ . I . A . P . Files, Dr. Gaylord E. Nichols, Jr., "Mid-Term Report,

Kanpur Indo-American Program," August, 1968.

115
occasionally Dr. Kelkar or other Indian officials were invited.
The first systematic effort to determine the progress that had
been made in relation to the goals of the Institute was that of an
evaluation team modeled on the accreditation procedures of the United
States Engineers' Council for Professional Development. Representatives
for the evaluation team were selected from each of the consortium
institutions. They visited the Institute for a one-week review in
March, 1966 and submitted their report to the K.I.A.P. Steering Committee
by the end of 1967.
The report substantiated the claim of numerous visitors to the
Institute that the American approach had been useful in the creation
of the Institute's pattern. The excellence of the faculty and the
students at the Institute were highlighted, and in both cases, the
committee found them to be comparable in abilities and attitudes to
their American counterparts.^- The Committee found the curriculum, which
placed emphasis on understanding of fundamental principles rather than
specialized knowledge, to be on a par with those of the best American

2
institutions. They found that an excellent start had been made in
graduate training and research and the development of relationships
with industries and government departments in the region. Conferences
and short courses at the Institute were held in all science, professional
engineering, and humanities fields at the Institute from 1964 to 1967.
Both the library and computer center facilities were singled out as
outstanding facilities at the Institute, comparable to similar
Îndian Institute of Technology, Kanpur: Five Years of Progress,

An Evaluation and Report for the Steering Committee, Kanpur Indo-
American Program, January, 1968, p. 3.
2
Ibid., pp. 10-11.

116
1
facilities in the United States.
One area in which the visiting team found disparity between the
stated objectives of the Institute and procedures adopted to achieve
them was in the administration of the Institute. As the K.I.A.P.
Steering Committee had discovered, the evaluators found that routine
chores in purchasing, clerical tasks, record keeping, and in mainten
ance of the laboratories and equipment were often handled by the
academic staff. While academic planning functions were well conducted
at the Institute, the evaluators noted that the organization and
operation of adequate supporting services were not up to the standard
or the requirements of the faculty that had been assembled. What was
needed, according to the reviewers, was an administrative staff that
could efficiently assume responsibility for such areas as workshop
operation, procurement, stores, personnel, campus utilities, student

2
records, and athletics.
Indian faculty at the Institute also reviewed the progress of
developing a pattern of studies that was suited to Indian capabilities.
The principal critic of the Institute's growth was the Director, Dr.
Kelkar. Whether as a result of the mutual cooperation fundamental
changes had occurred in the attitudes of the Indian staff, was a theme
3
Dr. Kelkar treated in two speeches he presented to American audiences.
He attempted to examine the beliefs and responses characteristic in
Indian thought that were barriers to the acceptance of the scientific
"Ibid., pp. 24-26.
2Ibid., p. 31.
3
Dr. P. K. Kelkar, "Social and Intellectual Setting for Scientific
Inquiry in India," International Symposium on Science in South Asia,
Rockefeller University, New York City, May 5-7, 1966; "Establishing a
Technological Institute--A Joint Indo-American Experiment in Kanpur,"
Conference on the Role of the Professional as an Agent of Political,
Economic and Social Changes in Low-Income Countries, University of
California, Berkeley, May 24-26, 1968.

117
attitude and its application to transform the material and psychologi
cal environment in India. He concluded that the cultural differences
represented by India and American planners had played a significant
part in the establishment of a curriculum that was oriented toward
developing the ability to meet the unknown successfully.
Assistance appears to have been indispensible to the adoption
of the non-specialist curriculum. The evolution of the three-year core
curriculum and the problems-oriented approach to professional and post
graduate subjects had been an Indo-American accomplishment. Modern
physics, chemistry and mathematics, as well as courses in engineering-
science subjects, reflected developments in American counterpart
engineering institutions.
Technical and graphic arts that would create a practical attitude
of mind was a basic committment. Materials science and the introduction
of the systems approach in the solution of problems were distinct
features of the Kanpur program that were developed jointly. The humani
ties and social science program was conceived as a result of interaction
between American teachers and Indian staff committed to widening the
perspective of engineering graduates and to the development of electives
and research programs in the humanities and social science subjects.
Fifteen per cent of the total five-year course was devoted to this area.
Laboratory skills in the selection of instruments and equipment, the
organization of experiments, and the analysis of results are the basis
of professional course projects and post-graduate research. Acquisitions
made by the Purdue library were duplicated in purchases for the Kanpur
library.
Instructional procedures also evolved as a result of intensive

118
interaction between Indian and American professionals. Course and
subject-wise promotions, student selection of courses on the basis
of faculty counselling, and the publication of an Institute:catalog
were innovations introduced to encourage student responsibility for
learning. The rotation of departmental headship and the introduction
of deanships was also a departure from the Indian pattern of administra
tion that was planned jointly.
Perhaps the most critical measure of success in the operation of
the assistance program was the recruitment of an Indian staff which
could interpret the non-specialist ideal and create procedures to
implement the program. It was found that reliance on faculty to devise
the programs of the Institute provided opportunities for professional
growth which might reverse the drain of Indian technical personnel to

1
western nations.
It was evident that as a result of the American assistance, a
pattern had been established that was a distinct departure from pro
grams being developed elsewhere in India, including other IIT's.
Whether such a pattern was appropriate to the purposes and trends of
Indian society is a question that could now be analyzed according to
the effects of such a program which existed in an Indian industrial
region.
While the Indian faculty at Kanpur and the visiting faculty from
the consortium of American institutions had been engaged in an
"educational experiment" to evolve an Indian pattern of higher technical
^Marshal F. Merriam, Brain Drain Study at IIT, Kanpur: Opinions

and Background of Faculty and Senior Staff, July 1969, pp. 31-40.

119
education based on American ideas and practices, the principal concerns
of British professors at Delhi focused on the acquisition of additional
resources to upgrade the status of regional engineering colleges
to that of an Indian Institute of Technology.

CHAPTER VII
BRITISH LEADERSHIP IN THE ADOPTION OF THE INTEGRATED PATTERN

OF STUDIES AT THE FIFTH HIGHER INSTITUTE OF TECHNOLOGY
The sponsorship of the U.S.S.R., West Germany, and the United
States for the establishment of the IIT’s implied that assistance
from other nations with industrial concerns in India could be
obtained to develop facilities for technical education. While un
able to provide the same level of support as its predecessors,
informal discussions between Professor M. S. Thacker and Sir Willis
Jackson in 1958 revealed the possibility that the British government
could assist in the establishment of a regional engineering college.
While initially planned as a constituent college of Delhi University,
a substantial increase in the British support for the institution re
sulted in its reconstitution in 1963 as the fifth in the chain of IIT's.
From its inception as a college, engineering professors from Britain
guided the development of courses and instructional procedures at the
Delhi institution to implement the five-year integrated pattern of
engineering studies.
During his visit to India to evaluate the Institute of Technology
at Kharagpur, Sir Willis Jackson was asked whether the British govern
ment would be able to provide assistance comparable to that of the
other nations for the establishment of an IIT .1 Indian planners were
told that through its participation in the Colombo Plan for Technical
Cooperation, Britain would agree to send experts to help plan the
college. They were also informed by representatives of the Federation
of British Industries that because of the interest in the promotion
1Sir Willis Jackson, "Indian Institute of Technology, Delhi,"

Electronics and Power, February, 1964, p. 40.
120

121
of British engineering equipment in India, that the cost of equipping

1
the college would be met by donations from British industries. The
ceremonial foundation stone was laid by H.R.H. the Duke of Edinburgh
at the 300-acre site south of New Delhi in January, 1959.
The organization of British industrialists to support the develop
ment of a new technical institution in India was the major activity of
the assistance program during the first five years of its operation.
The Delhi Engineering College Trust was formed in 1959 to receive and
administer the funds donated by British industries, and to coordinate
the transfer of equipment to India as academic plans were developed. As
a result of appeals made to the managing directors of over 400 companies,

2
250,000 pounds was received for the project. The second appeal, made
3
in 1964, resulted in an additional donation of 150,000 pounds.
The charitable trust was managed by an Executive Committee. Funds
for the procurement of equipment through the British Crown Agents and
for transport to India were disbursed by the Committee. Two additional
committees were established under the terms of the trust to coordinate
the selection of equipment and British staff members and the academic
jianning that would be conducted for the institution in India. The
Technical Sub-Committe^ under the chairmanship of Sir Willis Jackson,
was responsible for the selection of the British staff. The Committee
advised the Department of Technical Cooperation (later the Ministry
for Overseas Development) on academic policies for the college and the
recruitment of professional staff that were to be paid from Colombo
1 Ibid.
2
The Industrial Trust for the Equipment of the Indian Institute of
Technology, Delhi, "A Progress Report by Sir Eric Coates," Chairman of
the Executive Committee of the Trust, 25th January, 1967, p. 2.
3Ibid., p. 5.

122
funds.
A n Academic Working Party* consisting of members of the Imperial
College of Science and Technology faculty, was also organized to
confer with Indian planners on details for the buildings required to
house equipment for the workshops and laboratories of the college.
The lists of equipment that were prepared in India were evaluated by
the working party and recommendations for purchase were made to the
2
Technical Sub-Committee.
When the first British professors arrived in Delhi in the summer
of 1960, syllabi for the five-year integrated courses of the College
had already been presented to the Delhi University Faculty Senate.'
While the intent of the aid program was to introduce British methods
and practices in different branches of engineering, syllabi based on
the degree program of Delhi University and the recommended syllabus for
the All-India Council for Technical Education had been formulated.
The Faculty of Technology of the University had outlined the first year's
course of study by 1958 and had made suggestions for the five-year
integrated course of study in electrical, mechanical, civil and chemi
cal engineering and textile technology.^
The constraints placed on course planning and academic policy
making led both British and Indian supporters of the college to recon
sider its affiliation to Delhi University. After consultation among
Îbid., p. 4.
Înterview, W. G. Wormal, Secretary, Delhi institute of Technology

Trust, August 21, 1969. See also W. G. Wormal, "The Indian Institute
of Technology, Delhi," Overseas Universities, February, 1964, p. 19.
3
Interview, Professor R. J. Cornish, Head, Department of Civil
Engineering, IIT, Delhi, January 31, 1966.

123
representatives of the Department of Technical Cooperation, British
industrialists, and officials from the Indian Ministry of Education,
it was decided that the college would be constituted as an independent
institution and be developed as the fifth Indian Institute of Techno
logy. The shift from the status of a college to that of an IIT made
it possible for professors from Britain to reformulate the syllabi
for the Institute.
The Academic Policy statement, produced by the Director, R. N. Dogia,
and two British professors, clarified basic differences between engineer
ing training in Britain and India.1 Whereas engineering graduates in
Britain or the United States spent one or two years in industry follow
ing their course work, adequate facilities for such practice did not
exist in Indian industry. The engineering institution had to conduct
practical training as well as regular courses, and students would need
to spend vacation time in works training.' A practical bias would have
to be emphasized in the Indian engineering institution, particularly
through workshop practice.
It was noted in the policy statement that while greater numbers of
"maintenance and supervisory engineers" were required in India than in
the west, the IIT should be primarily concerned with the training of
engineer-administrators, teachers of engineering, research engineers
and design and development engineers. To provide both the practical
orientation and the scientific background required, it was proposed
that two types of engineering courses would be established; one science-
oriented and the other technology-based. The science-oriented courses
1Indian Institute of Technology, Delhi, "Academic Policy for the

Institute," September, 1964, pp. 2-34. /The academic proposals that
are analyzed in the following pages are derived from this document
citation which will not be repeat ecH)

124
would be directed at producing development engineers and potential
research engineers and teachers. The technology courses would pro
vide technical experience for the design and production engineers.
While a distinction was drawn between the two types of courses,
it was emphasized that the basis for both programs was the scientific
content of the five-year courses. It was stressed that all engineers
should have a background grounded in basic physical sciences before
they can appreciate the principles from which modern engineering
practices are derived. While both courses would be scientific in
approach, more opportunity would be given to students in the science
course to develop a scientific framework for analyzing the relation
ship between engineering practice and scientific principles. The
student in science-oriented training would spend less time on practical
examples. In contrast, the technology-oriented courses would provide
more examples of current engineering practice and encourage more de
tailed application of scientific principles to existing engineering
situations.
According to the plan, students would take a common course during
the first two years based in science and humanities subjects designed
to improve spoken and written English language skills. Science depart
ments would be formed to conduct courses for the first two years of
the five-year program. Their function in the last two years would be
to collaborate with engineering departments to provide laboratory facili
ties for the scientific aspects of engineering instruction. Whatever
additional scientific training was required would be offered as part
of the engineering program.
Humanities and social science subjects were also conceived as

125
supportive to the engineering programs in the different technical areas.
Intensive and thorough study of English language was to be provided
in the first two years. Subjects relevant to engineering, such as
economics, industrial psychology, and history of technology would be
provided in the last three years. General cultural activities organized
outside the institute would be used to supplement the program of the
humanities and social science departments.
Methods of instruction and an examination system were also outlined
in the policy statement. While warning against the abuses of the lecture
system typically used in Indian universities, the statement proposes that
the lectures be the major vehicle for teaching of general principles.
Adequate preparation should be made to provide interpretations of text
book material and examples familiar to the students in the course.
Instruction was also to be given through tutorials and laboratory
work. Tutorials would provide students with the opportunity to work
examples of problems and to raise questions concerning the material pre
sented in lectures. A personal tutor system was to be introduced to
provide transition for the student to assist him in organizing his
activities at the Institute.
Student evaluations were to be incorporated through written and
oral examinations, sessional work in tutorials, and laboratory practi-
cals. A semester system of organization, whereby final examinations
and short tests would be given, was proposed. Oral examinations would
be given during tutorial and laboratory periods. Greater emphasis would
be given to semester examinations in the first and second years than in
the final years. More weight would be given to projects, reports, and
laboratory performance in the last years.

126
The academic policy and development plan was approved by the
Institute Senate and Board of Governors. A summary of the two docu
ments which represented the highlights of four years of planning was
transmitted to the Ministry of Overseas Development in April, 1966
by Professor Thackery and submitted to the Technical Sub-Committee of
the Delhi Trust for review.
The summary, it was noted, represented the product of planning
from 1962-1966, during which time British professors had made substant
ial contributions to the development of the Institute. British profess
ors were the principal authors of the policy document and the summary
of its conclusions.
While supportive of the Institute's commitment to foster "the
creative approach to a student's education," the reviewers of the
summary cautioned that such an approach could not be realized merely by
stating it as an aim. They stressed the importance of viewing the science
and humanities offerings of the Institute from the practical needs of
engineers. The application of scientific knowledge to immediate engineer
ing problems was the skill that was of most critical importance. ^
Several comparisons and references were made to programs and pro
cedures of the Imperial College of Science and Technology when the
summary statement was reviewed. It was recommended that a special
committee should be appointed to advise on academic work in special fields.
Reviewers were doubtful that the proposed number of post-graduate courses
could be started with the staff that was available and the committment
of the staff to post-graduate teaching. Regarding the proposal to
^Delhi Institute of Technology, Technical Sub-Committee, "Report

of the Academic Working Party of the Delhi Institute of Technology
Trust on the 'Summary of Academic Policy and development Plan'," 4th
August, 1966, pp. 4-5.

127
establish a department of aeronautical engineering, the reviewers
advised that the aeronautical equipment that was used at Imperial
College would not be an adequate basis for the development of this
field at the Delhi IIT.1
While no formal review of the progress of the Institute had been
conducted by 1970, the final reports of some of the British professors
who had led the program of assistance at Delhi in its initial stages
provides some indication that problems related to the establishment
of the new pattern at Delhi were similar to those experienced at the
other IIT1s.
Professor John Brown, professor of electrical engineering at Delhi,
was the first expert to provide a comprehensive report of his activities
at Delhi. He had arrived in India in 1962 and had been the principal
author of the academic planning document. One of the most critical
problems he found was in the area of administration. While an effort
had been made to develop a curriculum and set of procedures that closely
followed British practices, it-had not been duplicated in attempts to
devise the administrative pattern for the Institute. While deanships
had been created to encourage greater staff participation in academic
planning, he pointed out that administrators of the Institute were
responsible for activities normally preserved for departments in British
institutions, the final authority concerning which rested with the

2
university senate.
Îbid., pp. 6-9.

o
"Report by Professor John Brown on Conclusion of Assignment to
Indian Institute of Technology, Delhi," 26th March, 1965, p. 1.

128
The arrangement of staff hours of work and leave, the purchase of
equipment and the organization of stores were subject to the rules and
regulations of the G.O.I. and not the academic needs of the Institute.*
Professor Brown reported that he had visited the other IIT's and
found that Delhi's program compared favorably with that of Kharagpur,
Madras, and Bombay. He also pointed out that British staff at Delhi
had played a greater role in planning the Institute than was the case
at Madras or Bombay. While its state of development was similar to
that of Delhi, he found the process of assistance at Kanpur to be
better suited to the establishment of an effective system of instruct-
. 2
ion.
The report of Professor Richard Guy, professor of mathematics at
the Institute, stressed that collaboration between academic and adminis
trative personnel at the Institute was weakened by the concentration of
decision-making power concerning academic affairs in the hands of those

3
least concerned. He also pointed out that procedures could be intro
duced to teach teachers how t o ‘deliver more effective lectures, to conduct

4
tutorials, and group discussions.
Professor F. Rumford pointed out the need to have an advisor for
planning the library of the Institute. While a British expert had been
recruited by 1966, many plans for the library buildings and the recruit
ment of staff had already been completed."*
1Ibid.. pp. 1-2 .
2Ibi d ., pp. 10-11 .
^Professor Richard K. Guy, "Report on Tour of Duty as Colombo Plan

Expert, from March, 1962 to August, 1965 at IIT, Delhi," pp. 17-19.
^ I bid., pp. 44-49.
^Professor F. Rumford, "Report on Conclusion of Assignment,"

1960-1966, pp. 2-15.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
129
Difficulties in the procurement of equipment through the stores
department of the Institute were also detailed in the report.
Officials of the Delhi Trust also visited the IIT and reported
on the progress that had been made as a result of British assistance
to the Institute. Recognizing that there had been a need for senior
staff to plan and initiate the first degree courses when the college
was started, frequent consultations and exchanges of views between
staff of the Institute and the Imperial College and other British
universities were regarded as imperative during the second phase of

1
British support for the Institute.
The recommendations made at the end of the 1966 tour formed the
basis of the further collaboration that was proposed for the IIT, Delhi,
and the Delhi Trust. The sisterhood relationship that was established
made it possible to provide for short term visits by teachers from
different British universities principally to advise on the development

2
of post-graduate courses. Indian teachers were also invited to work
3
and pursue further training in British universities. The establishment
of the sisterhood relationship would also lead to a collaborative effort

4
to reformulate the academic procedures of the Institute.
When the amendment to the IIT Act that created the Delhi Institute
was introduced in 1963, members of the Indian Parliament were reminded
that an "experiment" with different systems of higher technical education
had been initiated as a result of the assistance of four nations. It
^Professors S. R. Sparkes, W. G. Normal, "Report on a Visit to the

Indian Institute of Technology, Delhi," November, 1966, pp. 3-4.
2
"Proposed Long-term and Short-term Visits to IIT, Delhi, from
Britain, 1969-71." A list of proposed fields for which British pro
fessors would be sent to the Institute provided by Mr. W. G. Wormal.
3Ibid.
^Letter from Professor M. C. Chaturvedi, Head of Department of

Applied Mechanics, IIT, Delhi, April 25, 1970.
130
was reported that the acquisition of British aid offered an addi
tional opportunity to study different ideas and practices of advanced
systems of engineering education and to adopt those suited to Indian
conditions.*
While the impact of the British assistance program at Delhi had
been critically evaluated by members of the British staff, whether
the Ill's as a group had gained enough from the contribution made by
each nation to evolve different approaches was soon to become a
question of national significance. The Institute of Applied Manpower
Research concluded that the programs of the IIT’s were no different
from those of older engineering colleges and should be reorganized
into post-graduate institutions.2 The Education Commission recognized
the importance of the IIT’s but questioned whether the difference created
were commensurate with the expenditures that had been made in their
3
establishment. Some educational observers questioned whether as a
result of the foreign assistance and favorable treatment from the
Central Government, organizers of the Institute had taken the opportun
ity to examine the differences in the purpose between the major systems
4
of higher education that were represented by the four donor nations.
*Lok Sabha Debates, Third Series, XIX, 1, August 13, 1963.
Î.AiM.R., First Report on Engineering Manpower Survey. Coordina

tion of University Education in Engineering with Employment of Graduate
E ngineers, New Delhi: I.A.M.R., August, 1965, p. vii.
Êducation Commission Report, 1964-66.
Înterview, Dr. S. Dhawan, Director, Indian Institute of Science,

June 11, 1966.; Interview, Dr. K. Venkataraman, Retired Director of
National Chemical Laboratory, Poona, June 17, 1966. See also Professor
D. D. Karve, "On the Improvement of the Indian Universities," Minerva,
Winter, 1965, pp. 159-171.
CHAPTER VIII
THE CONTRIBUTION OF FOUR NATIONS TO THE ESTABLISHMENT

OF THE INDIAN INSTITUTES OF TECHNOLOGY.
Five Indian Institutes of Technology were In the Initial stages of
establishment by 1961. While the institutes were founded and largely
financed by the Government of India, each of the last four was established
with the sponsorship of the Soviet Union, the Federal Republic of Germany,
the United States, and Great Britain, respectively. The first institute,
IIT, Kharagpur, which opened in 1951, did not receive the support of a
particular nation for the purposes of its development.
By 1970 the four nations had equipped the laboratories and workshops
of the institutes. Three had supplied computers. Three had helped to
develop library facilities, and in one case had ordered, shipped, and
catalogued the collection of books and journals for the library. Language
laboratories, photographic and audio-visual supplies, printing facilities,
a television studio, and vehicles were among the equipment that was provided
by the four nations. It is estimated that over twenty million dollars
worth of equipment was supplied to the Government of India by the four nations
for the development of the IIT's.*
The assistance of the four nations also included the full-time services
of over 150 faculty members and supportive staff for the institutes from the
engineering institutions of each nation. Most of the foreign "experts" were
Ît is not possible to make a precise estimate of the amount of

equipment that was given from available records. This estimate was calcu
lated from annual reports of the institutes, projections of aid found in
planning documents, and newspaper accounts of each assistance program.
132
accompanied to India by their families and stayed at the institute for
periods of one to three years. Over three hundred foreign consultants and
guest lecturers visited the institutes for short periods. In addition to
teachers and research personnel for each of the departments of the institutes,
educational administrators, medical personnel, librarians, computer special
ists, primary and secondary school planners and teachers and college teacher
training specialists worked with the Indian faculty members and administra
tors to create and develop a suitable environment for a modern institute of
technology.
Training for Indian faculty members and prospective institute employees
in each of the nations was also part of the assistance that was provided to
the IIT1s. Over seventy-five Indians were sent for advanced training and
industrial experience to institutions of each supporting nation. In addi
tion, Indian engineers already at work in the sponsoring nations were
recruited for service at the IIT1s. Toward the later stages of each assist
ance program, provision for short-term exchanges between senior Indian faculty
members and their foreign counterparts were arranged to assure continued
contact between Indian teachers and their foreign colleagues at the termina
tion of the assistance programs.
The aid that was provided by the four nations was used to activate and
implement the plan that was formulated and adopted prior to Indian independ
ence for the creation of a system of higher technical education that would
place less emphasis than formerly on training technicians capable of
managing technical processes developed outside of India. According to the
plan, at least four institutions were to be established in different industrial
regions of India. Each new institution was to be modeled after the under
graduate curriculum of the Massachusetts Institute of Technology with the
133
addition of an extensive workshop training in its courses to account
for the lack of facilities for practical training in India.* While
they were not specified in the Sarker Committee Report, the adoption
of new instructional and examination procedures was also intended. A
form of internal examination was to be adopted and an active student
involvement in learning was to be promoted. Reliance on lectures as the
sole means of instruction was to be avoided. The purpose of the higher
institutes was to train engineers to create new technical processes for
the exploration and utilization of Indian natural resources.
The curriculum that was adopted at Kharagpur followed the essential
features outlined in the Sarker Committee Report. Emphasis in the pro*
gram was placed on mathematics and science during the first two years of
study. Specialization in different branches of engineering was introduced
in the third and fourth years. Technical projects formed the basis of
the fourth year's work. While intended as service courses to the
engineering programs, general education (including instruction in English
language and literature and the history of modern India) comprised over
ten per cent of the four-year course in each branch of engineering.
Workshop practice was required in the early years of the four-year pro
gram.
The first review of the Institute's program revealed, however, that
the science teaching had not been integrated with the engineering sub
jects, and that humanities and social science subjects fostered an aware
ness of the human consequences of technological innovations in Indian
culture.
^Report of the Sarker Committee, 1946, p. 19.
134
Instructional methods, it was reported, had not drawn faculty
members and students into free intellectual exchanges in different
courses.
Where the availability of technical assistance made it possible to
implement the Sarker recommendations during the second Five Year Flan,
the provision of assistance did not imply that representatives from
each nation could participate extensively in the determination of the
Institute's programs or its procedures for operation. Each nation was
allowed to shape the pattern of the Institute it supported to the extent
that its own educational ideals and practices were consistent with the
purpose established for the higher institutes by the Sarker Committee
and the procedures adopted at the Kharagpur Institute.*
Experts from the Soviet Union at Bombay were assigned to develop
special areas of teaching and research at the post-graduate level to ful
fill the terms of agreement with UNESCO which called for the provision
of equipment in different specialized technical fields. While Soviet
engineering institutions were visited by Indian planners at the begin
ning of the collaboration in 1955, no attempt was made to use Soviet
models as the basis for the institute that was developed at Bombay.
The Kharagpur model, with its emphasis on non-specialized training, and
its promotion of humanities subjects, was presented as the type of insti
tution that should be established at Bombay if the Russian aid could be

2
obtained. Although the planning office for the Institute made some
attempt to modify the Kharagpur pattern with the proposal to develop
technological departments based on Bombay industries that would provide
Înterview, Humayan Kabir, August 19, 1967; Interview, Professor

M. S. Thacker, May 24, 1969.
^Letter from Professor Dr. Techn. Inge Lyse, Head of UNESCO Mission
to Moscow, September, 1955, to author, December 8, 1970.
135
science teaching and laboratory practices, the five-year Integrated
pattern was introduced with the appointment of the first director.
Throughout their stay at Bombay, Soviet experts were engaged in the
development of specialized courses in selected post-graduate fields.
German participation at Hadras in the formulation of the under
graduate curriculum was limited to the development of a "sandwich"
course of workshop training during the first two years of the five-year
course. The suggestion of German advisors to introduce specialization
in different technical fields at the beginning of the third year, which
was in contrast to the A.I.C.T.E. model syllabus, was rejected by
Indian planners of the Institute.1
Unlike their counterparts, American planners participated exten
sively in the formulation of an approach to training engineers at Kanpur.
Collaboration with Indian faculty of the Institute was extensive in
planning the curriculum, instructional procedures, and eventually the
administrative structure of the Institute. The American agreement to
support the establishment of the Institute was based on principles
concerning the instructional procedures that would be followed at the
Institute. Assistance was provided on a comprehensive scale to develop
the facilities required to attract Indian staff of the community in which
the Institute was located. Aa a result of the recommendations of the
M.I.T. team which had explored the possibility of sponsoring an IIT, a
consortium of nine American engineering institutions was organized to
conduct the assistance program. Indian planners of the Institute fre
quently visited these nine institutions as part of the assistance program.
1Indian Institute of Technology, Madras, "Proceedings of the Second

Meeting of the Indian Institute of Technology Courses Committee," held
on the 4th and 5th of December, 1959, at Madras, [cyclostyled^ pp. 2-3.
136
While British professors at Delhi assumed the leadership positions
in each department that was established, the Institute was initially
constituted as an engineering college of Delhi University. Not until
the third year of its operation were British and Indian professors at
Delhi able to introduce curricula and procedures they had planned for
the fifth higher institute.
The experience engineering educators of each nation had with technical
training in India prior to the establishment of an IIT also affected the
degree of participation in planning the Institute. Russian members of the
UNESCO mission to India in 1956 to arrange details of the equipment that
was to be provided were the first Russian delegation that had ever observed
Indian engineering training and industrial enterprises. It was frequently
reported by German participants that the first e v e r t s at Madras had not
known what to expect when they first came in order to implement the
recommendation of the Rucker mission.
Once again American planners seemed to have an advantage. American
engineering educators had helped to develop the facilities of the engineer
ing colleges at Guindy, Roorkee, in Poona and in Sibpur. Since the early
1950's a team of experts from the College of Engineering of the University
of Illinois conducted a substantial assistance project at Kharagpur. The
problems encountered during each of these projects were considered by
members of the M.I.T. team that evaluated the request for support for
establishment of an IIT. One result of this extensive experience with
Indian higher education was the classification of instructional procedures
that were followed at Kanpur.
Each of the IIT's was established on the basis of the principles of
the Kharagpur model that were subsequently codified by the Board of
Technical Studies in Engineering and Metallurgy into an all-Indian model
137
syllabus for engineering education.1. While emphasis in each program
differed, its basic features were common to each one.
The first two years of the recommended syllabus were common.
Physics, chemistry, and mathematics and English comprised over two-
thirds of each year's offerings. The third year included selected
subjects that were common to the three branches of engineering covered
in the outline. The fourth and fifth years were special to civil,
mechanical, and electrical engineering professions. Except at Kanpur
where the three-year common core curriculum has been found, each IIT
by 1966-67 had adopted a two-year common course within the five-year
integrated curriculum pattern. The variations of the five-year degree
programs reflected the bias of each institution in its conception of an
appropriate pattern of training engineers in India.
^■All-India Council for Technical Education, (All-India Board of

Technical Studies in Engineering and Metallurgy), Model Syllabus:
Five Year Integrated Course for First Degree of Equivalent Award in
Civil, Electrical and Mechanical Engineering, February 1963.
138
TABLE I I
Per Cent of Total Scheduled Hours in the Five Year

Bachelor18 Degree Programs of the IIT's for Science,
Humanities and Social Sciences, and Engineering Subjects1'
A..I.C.T.E. Kharagpur Bombay Madras Kanpur Delhi
Total Scheduled
Hours 5760 4960 5392 5530 4454 4928
Sciences 20.6% 24.8% 32.3% 23.4% 33.4% 31.5%
Humanities 6c
Social Sciences 5.0 10.0 5.0 8.4 14.3 9.7
Basic Engineer
ing Subjects 32.2 23.4 23.9 25.8 19.4 26.4
Specialized
Engineering
Subjects 42.2 41.7 38.9 42.3 33.0 32.3
The total contact time for students at Madras is significantly higher
than the other IIT's in order to account for the workshop training during
the first two years. At Kanpur contact hours have been reduced to less
than nine hundred each year to promote the development of individual
study habits of each student.
The content of the five-year course also varies. Where there is no
evidence that the program at Bombay was influenced by Soviet practices,
the allocation of nearly a third of the five-year program to mathematics,
physics, and chemistry at Delhi and Kanpur and the emphasis on special
ized engineering courses at Madras reflect the bias of each nation's
program of assistance. The time allowed for humanities and social
*Data for each institute except Kharagpur are taken from syllabi
that were being used in 1966-67. The Kharagpur figures are for 1960-61
as are those for the A.I.C.T.E. model syllabus.
139
sciences at Kanpur also reflects the integral role that was assigned
to general education in the training of an innovative and acceptable
engineer.
Instructional procedures adopted at each IIT were not extensively
influenced by the practices of the sponsoring nation except at Kanpur.
While the reduction of the number of contact hours and the provision
of library facilities and textbooks to promote independent study were
a major part of the American assistance effort, they seem not to have
been considered as crucial by Russian, German and British engineering
educators. In both German and British efforts, concern for the
development of instructional procedures increased as the assistance
program evolved, particularly at Delhi where workshops and faculty re
treats were organized to consider methods of teaching engineering students.
In addition to this interest in instruction, British experts assisted in
the conduct of the Ministry of Education scheme for technical teacher
training at the Institute. It was not until the sixth year at Madras
that German participants began seriously to evaluate the methods of
teaching that were being used at the Institute. At Bombay the Russian
system of public defense of post-graduate research had been introduced.
The aspect of the Institutes' patterns in which there was the least
activity b y each nation was the administrative structures and procedures.
The administration of each institute was organized according to the
articles of the IIT Act. The overall administration of the Institutes
is conducted by the IIT Council which meets once each year in September
or October. The Council formulates admissions quotas, budgets, and
^Richard K. Guy, "Report on Tour of Duty as Colombo Plan Expert,

March, 1962 to August, 1965," pp. 41-49.
140
salary scales for employees of each IIT. The statutes which have
been adopted by each institute are the same.1 Central government
auditors annually check the expenditures of the IIT's according to
the fundamental rules of the Government of India.
While the administration of the institutes had not been influenced
by the conditions set by any of the donor nations at the beginning of
the assistance programs, it is evident that the foreign experts, many
of whom were leading teachers and researchers in their own institutions, ex
erted pressure to evolve administrative procedures compatible with the
academic programs that were being established and the Indian staff being
recruited. The formation of deanships at Kanpur to reduce the number
of decisions made by the director was the direct result of American
precedents of academic organization. Similar academic deanships were
being instituted at IIT, Delhi.
Indian estimates of the progress of the Institutes up to 1970 have
been sharply critical of the pattern of undergraduate instruction that
each has established. It has been pointed out that the cost incurred
to educate a first degree engineer at an IIT is five times greater than
at an engineering college and over twice as costly as at the regional
engineering colleges.^
The graduate of the IIT is, according to many critics, no more
adequately trained. It was suggested that the institutes should be
1Each IIT has printed a copy of the IIT Act and the Statutes
which are the same for each IIT.
Înstitute of Applied Manpower Research, Final Report on Engineering

Manpower Survey, New Delhi: I.A.M.R., March, 1966, p. 41.
141
remodeled to function as specialized post-graduate institutes.* Many
critics of the IIT's were dissatisfied with the process by which the
IIT's had been established, first as copies of M.I.T., and then as institutes
of technology, rather than colleges of engineering affiliated to Indian

2
universities. One implication of such Indian criticism is that the
assistance of the four nations had provided resources required to open
the institutes but that it had not been effective in the determination of
innovative courses of study and instructional practices characteristic of
their own pattern of training engineers.
Although the programs of assistance had produced variations of
integrated programs of studies, it is to be concluded from this study
that they had not implanted purposes and procedures that were character
istic of their own engineering institutions when such patterns were in
consistent with the Indian expectations. While the systems of engineering
education of the four nations vary considerably, alternate patterns were
not established. Though members of the Indian Parliament had been promised
that an experiment with different systems would be attempted, the priority
given to the establishment of the non-specialized curriculum had pre-empted
an experiment with the Soviet specialized institute or the German industrial
research-oriented institution.
The appropriateness of the non-specialist model for Indian technologi
cal development was being seriously questioned during the conduct of this
study.
^The Institute of Engineers (India), Proceedings of the Seminar on

Technical Education and its Development (1966-81), February 19-23, 1965,
pp. 7-9.
^Proceedings of the Twenty-Fourth Annual Conference of the Association

of Principals of Technical Institutions (India) . Jamshedpur, February, 1965,
pp. 28-43.
142
The abandonment: of vocational options as the basis of planning for the
expansion of technical education which has characterised the develop
ment of the IIT'8 from 1945 occurred at the same time that increased
attention was being given to manpower projections and the problem of
unemployed engineers in India.* The need for specialists and graduates
with a practical orientation in industry blunted the appeal for the
training of engineers with the ability to create new knowledge who
might not reach the peak of their professional career for over a
decade after their graduation. The length of time and the type of
instruction that was required to produce such engineers were in contrast
to the increasing number of recommendations to coordinate training with
specific employment opportunities in public sector industries.
While the four nations had not been able to evolve markedly differ
ent patterns among the IIT's by 1970, it is evident that each nation
had contributed to the search for alternate methods to implement the
established goal of training creative scientist-engineers.
Institute of Applied Manpower Research, First Report on Engineering

Manpower Survey; Coordination of University Education in Engineering
with Employment of Graduate Engineers, New Delhi; I.A.M.R., August,
1965.
APPENDIX I
NAME AND DATE OF ORIGIN OF ENGINEERING INSTITUTIONS

AT THE TIME OF THE SARKER REPORT, 19461
A. First Degree Engineering Institutions
Ten engineering colleges were affiliated to Indian Universities:
College of Engineering, Guindy University of Madras 1794
College of Engineering, Poona University of Bombay 1854
Bengal Engineering College Calcutta University 1856
Bikar College of Engineering Patna University 1876
College of Engineering, Bangalore University of Mysore 1917
Engineering College, Benares Benares Hindu University 1919
College of Mining and Technology Benares Hindu University 1921
College of Mining and Metallurgy Benares Hindu University 1923
College of Engineering, Andhra Andhra University 1933
College of Engineering & Muslim University 1935

Technology, Aligargh
One engineering college was not affiliated to any university:
University of Roorkee Uttar Pradesh Government 1847
One engineering department was affiliated to a university:
Department ofChemical Technology University of Bombay 1934
One engineering college was a national colleges’
College of Engineering and

Technology Jadavpur 1906
^"Derived from Association of Principals of Technical Institutions in

India,Technical Institutions in India, 1946; Ministry of Education,
Bureau of Education (India), Pamphlet-52, Facilities for Technical Education
in India: Preliminary Survey of Technical Institutions in India Conducted
by the A.I.C.T.E., Part I , New Delhi: G.O.I. Press, 1948.
143
144
One engineering college was a research institute:
Indian Institute of Science Government of India 1911
One engineering college was a research institute for mining and geology:
Indian School of Mines, Dhanbad 1926
B. Post-Graduate Training and Research Institutions
Three engineering colleges were affiliated to Indian universities:
Bengal Engineering College Calcutta University 1856
College of Technology, Benares Benares Hindu University 1921
College of Engineering, Andhra Andhra University 1933
Three institutions were departments within Indian universities*.1
Department of Applied Chemistry Calcutta University 1920
Department of Applied Physics Calcutta University 1925
Department of Chemical University of Bombay 1934

Technology
One engineering college was a national college:
College of engineering and Jadavpur 1906

Technology
One was a research institute:
Indian Institute of Science Government of India 1911
Two were institutions that specialized in a technology:
Harcourt Butler technological

Institute Uttar Pradesh Government 1920
Indian Institute of Sugar

Technology Government of India 1936
APPENDIX II
OFFICIAL REPORTS ON TOPICS RELATED TO

HIGHER TECHNICAL EDUCATION, 1886-1936
Sir A. P. MacDonnell, "Memorandum on Technical Education,in India

Prior to 1886," July, 1886, in K. D. Bhargava (Editor), Selections
from Educational Records of the Government of India; Volume I V ;
Technical Education in I ndia, 1886-1907, Delhi: Manager of Publica
tions, G.O.I., 1968, pp. 9-84.
Sir E. C. Buck, "Report on Practical and Technical Education,"

November, 1901, in K. D. Bhargava (Editor), Selections from Educa
tional Records of the Government of India; Volume I V ; Technical
Education in India, 1886-1907, Delhi; Manager of Publications,
G.O.I., 1968, pp. 116-195.
G.O.I., Department of Education, Education-A, Proceedings, March,

1912, Nos. 3-41: "Inquiry into the Question of Bringing Technical
Institutions into Closer Practical Relations with Employers of
Labour with a View to the More Extended Employment of Indians."
National Archives of India.
East India (State Technical Scholarships), Report of a Committee

Appointed by the Secretary of State for India to Inquire into the
System of State Technical Scholarships Established by the Government
of India in 1904 with Appendices, London: H. M. Stationery Office,
1913, pp. 2-169.
G.O.I., Public Works Department Reorganization Committee, Report of

the Public Works Department Reorganization Committee, Calcutta:
Superintendent Government Printing, 1917: Volume I: The Report,
pp. ii-122, Volume II: Minutes of Evidence Taken at Rangoon,
Banikpore, Allahabad, Lahore and Simla, with Appendices, pp. ii-316.
Indian Industrial Commission, 1916-1918 Report, Calcutta: Superin

tendent Government Printing, India, 1918. See Chapter X, "Industrial
and Technical Education," especially pp. 120-138.
The Indian Office, Report of the Committee on Indian Students, 1921-1922,

Part I : The Report and Appendices; Part I I : The Evidence. London:
H.M.S.O., 1922.
A. Abbott, Report on Vocational Education in India (Delhi, the Pun.jab

and the United Provinces) , with a Section on General Education and
Administration by S. H. Wood, Delhi: The Manager of Publications,
1937, pp. 2-138. While this report does not deal with higher techni
cal education extensively, it repeats the basic assumption that
Indian society was not yet prepared for the type of engineer that
would be provided by higher technical institutes.
145
APPENDIX III
INNOVATIVE INSTITUTIONS FOR SCIENCE AND ENGINEERING

ESTABLISHED IN INDIA PRIOR TO 1945
1. The Indian Institute of Science, 1911.
The Provisional Committee for the Establishment of an

Indian University of Research was appointed in September,
1898 by Mr. J. N. Tata to prepare plans for the establish
ment of an institution based on the model of John Hopkins
University. Mr. B. J. Padshah was the coordination of
planning for the "university," which after numerous modi
fications was opened as the Indian Institute of Science
in 1911 .1
2. Jadavpur University, 1906.
The Society for the Promotion of Technical Education in

Bengal, under the auspices of the National Council of
Education, Bengal, established a technical institute in
1906. Graduates from the institute, which became the
College of Engineering and Technology and eventually the
University, successfully pursued post-graduate degrees in
leading higher technical institutions throughout the world.
Alumni claimed to be the "Indian M.I.T." when the Sarker
Committee was appointed in 1945 .^
3. Benares Hindu University, College of Technology, 1921.
Professor N. N. Godbole, who was the first professor of

industrial chemistry in India, introduced many curricular
and laboratory techniques derived from his experiences at
the University of Berlin.*^
Mr. B. J. Padshah, "Outline of a Scheme for an Institute of Research

in India (The Indian University of Research) Including the Record of
the Deputation to Lord Curzon, Viceroy of India, January, 1900;" and
"Draft of a Bill in Regard to a Teaching University," Papers relating to
the History of the Institute, Volume I , 1897-1899, located at the Indian
Institute of Science.
2
Benoy Kumar Sarker, "Education for Industrialization; An Analysis
of the Forty Years* Work of Jadavpur College of Engineering and
Technology (1905-1945), Calcutta: Chuckervertty Chatterjee & Co., Ltd.,
1946.
Înterview, Professor N. N. Godbole, former Professor of Industrial

Chemistry, Benares Hindu University, June 17, 1966.
146
147
4. The Jamshedpur Technical Institute, 1921.
This institute, initially planned as a "Central Imperial Technical

Institute," from 1917-1919, was established as a technical school
in 1921. It was to have been supported by the Tata Iron and
Steel Company and modeled after German and American technical ,
institutes. Mr. B. J. Padshah coordinated plans for the Institute.
5. Harcourt Butler Technical Institute, 1921.
Planning for the "Cawnpore Technical Institute," was conducted

from 1907-1923. It was proposed by Sir Harcourt Butler as a
central technological institute. American^, German, Scottish,
French, and Swiss institutions were discussed as models for the
Institute.-*
6. The Department of Chemical Technology, Bombay University, 1934.
Early plans for the department^ initiated by Mr. K. M. Munshi,

were based on the example of the University of Wisconsin.
4Tata Iron and Steel Company, Archive File, "Technological

Institute."
-’Government of India, Department of Education, Education-Deposit

Proceedings, January 1911, No. 25, "Note on Technical Education by
the Honorable Mr. Butler."
Înterview, Dr. K. M. Munshi, former member of Bombay University

Syndicate, October 24, 1966.
APPENDIX IV
MEMBERS OF THE SARKER COMMITTEE
Position at Time of
Name * the Proceedings, 1945
Ahmed, Dr. Nazir Office of the Indian Tariff Board

Bombay
Bhatnagar, Dr. Sir S. S. Director, Council of Scientific

and Industrial Research
New Delhi
Duguid, Major General D. R. Director, Military Engineering

Master-General, Ordnance Branch
New Delhi
Edmunds, Mr. P. J. Chief Engineering, Post and Telegraphs

New Delhi
Ghosh, Dr. Sir J. C. Director, Indian Institute of Science

Bangalore
Kirpalani, Mr. H. K. Industrial Advisor to Indian

Government, Department of Planning
and Development
New Delhi
Ladden, Mr. M. W. Director, Simpson 6c Cook

Madras
Lall, Mr. S. * ICS, Additional Secretary

Labour Department
New Delhi
Mehta, Mr. G. L. * Director, Scindia Steam Navigation Co.

Calcutta
Pandya, Dr. A. H. Principal, Bengal Engineering College

Calcutta
Parekh, Dr. M. D. * Delhi Cloth and General Mills, Ltd.

Co.
New Delhi
Preston, Mr. C. E. Principal, Osmania Technical College

Hyderabad
Reid, Mr. W. G. W. Director, Mechanical Engineering

Railway Beard
New Delhi
*Denotes members who were int« or corresponded with by

the author.
148
149
Sargent, Sir John * Educational Advisor to Indian Government

New Delhi
Sarker, Mr. N. R. Chairman, Hindustan Insurance Corporation

Calcutta
Shroff, Mr. A. D. Director, Tata Industries

Bombay
Singh, Sardar Bahadur Sir Hindustan Housing Factory

Sobha Nev; Delhi
Srivastava, Mr. J. K. The New Victoria Mills

Kanpur
Tyirans, Sir Frederic Director, Civil Aviation in India

Posts and Air Department
New Delhi
Venkatraman, Dr. K. * Director, Department of Chemical Technology

University of Bombay
Bombay
Vira, Mr. Dharma ICS, Deputy Secretary

Department of Industries and Supplies
New Delhi
Wood, Mr. W. W. * Principal, Delhi Polytechnique

New Delhi
Woolfe, Brigadier R. D. T, Controller General of Inspection, G.H.Q.

New Delhi
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Bureau of Education, India, Report of the Technical Education Committee

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on the Survey of Technical Institutions in India Conducted by the
All-India Council for Technical Education, Part I , New Delhi;
Government of India Press, 1948. pp. ii-113.
Ministry of Education, The Report of the University Education Commission,

(December, 1948-August, 1949), Volume I, Delhi: Manager Government
of the India Press, 1963.
Ministry of Education, Bureau of Education, Scientific Institutions

and Societies in India (Publication No. 69), Delhi: Manager of
Publications, 1949.
Ministry of Education, Report of the Scientific Manpower Committee,

Delhi: Manager of Publications, June, 1949. pp. ii-99.
Ministry of Education, Scientific Manpower Committee, Basic Report on

Survey and Assessment, New Delhi: Manager, Government of India
Press, 1949. pp. ii-312.
152
Ministry of Education, Progress of Education in India, 1947-1952:

Quinquennial Review, New Delhi; Manager, Government of India
Press, 1954.
Ministry of Education, Report of the Secondary Education Commission,

(October, 1952-June, 1953), New Delhi: Manager, Government of
India Press, 1965.
Ministry of Education, The Indian National Commission for Cooperation

with Unesco, Proceedings of the First Conference, January 9-14,
1954, Delhi: Manager of Publications, 1954.
Ministry of Education, Report of the Education Commission, 1964-66:

Education & National Development, Delhi: Manager, Government of
India Press, 1966.
Ministry of Scientific Research and Cultural Affairs, India, Report of

the Committee on Post-Graduate Engineering Education and Research,
New Delhi: General Manager, Government of India Press, 1962.
Publication No. 81. pp. 2-63.
Planning Commission, Government of India, Report of the Engineering

Personnel Committee, 1956, New Delhi, 1956. pp. ii-85.
Planning Commission, Government of India, Report of the Working Group

on Technical Education and Vocational Training, New Delhi:
Government of India Press, April, 1960. pp. ii-164.
Planning Commission (Education Division), Development of Technical

Education in India--A Brief Report on the Discussions with Sir
Willis Jackson Held in the Planning Commission, January 19,
1966.
Unesco, Bilateral Institutional Links in Science and Technology, Science

Policy Studies and Documents, No.. 13, Unesco, 1969.
University Grants Commission, Report on Standards of University Education,

Delhi: National Printing Works, November, 1965.
Government Files
Government of India, Department of Education, Health and Lands,

Education, 1939, File No. 16-1/39 E & K . W . , "Technical Education
in Bengal--Memorandum Prepared by the Educational Commissioner
with the Government of India." National Archives of India.
Government of India, File No. 16-10/1944, E III, "All-India Council for

Technical Education, Establishment o f _______ " This Ministry of
Education file contains all official papers related to the
establishment of the A.I.C.T.E.
153
Government of India File No. F-l-18/46, EIII (P), "Minutes of the

Proceedings of the Third Meeting of the Committee on Higher
Technical Education Appointed to Consider the Development of
Higher Technical Institutions in Indiaj" Ministry of Education,
May 3, 1946.
Speeches and Papers on Technical Education in India
Apte, G. V., "Analysis of Proceedings of the All-India Council for

Technical Education, Correspondence," May, 1945 - September, 1957,
Private Papers.
Dogra, R. N . , "Presidential Address," Twenty-Fifth Annual Session of

the Association of Principals of Technical Institutions (India),
February 12, 1966.
Ghosh, J. C., "Opening Address on the Occasion of the Symposium on Post-

War Organization of Scientific Research in India," National
Institute of Sciences of India, Held at Calcutta on September 27
and 28, 1943. pp. 2-11.
Ghosh, J. C., "Post-War Reconstruction," Speech delievered Monday, July 10,

1944 in the Rangacharke Memorial Hall in Connection with the Second
Anniversary Celebration of National War Front, Mysore City, pp. 2-8.
Ghosh, J. C.', "California— A Lesson in Resource Development," A talk

given to the Institution of Chemists (India) on 12th May, 1945.
Reprinted from Journal and Proceedings of the Institution of
Chemists, Vol. XVII, pp. 55-61, June, 1945.
Ghosh, J. C . , "Presidential Address," Association of Principals for

Technical Institutions (India), Annual General Meeting, 1946,
pp. 2-16.
Ghosh, J. C . , "Engineering Education," Speech, UNESCO, New Delhi, 1946,

pp. 2^16.
Ghosh, J. C., "Inaugural Address," delivered at the Agricultural

Students' Association, 15th February, 1947. Reprinted from The
Mysore Agricultural Journal, Vol. XXV, No. 3.
Ghosh, J. C . , "Address at Meeting of Executive Council of Association

of Principals for Technical Institutions held in Delhi," November
12, 1948 (File No. 2, No. 1). pp. 2-3.
Ghosh, J. C . , "Opening Speech," Association of Principals for Technical

Institutions (India), The 9th Annual General Conference Held in
Benanec on the 26th and 27th February, 1950. pp. 2-8.
Ghosh, J. C . , "Presidential Address," Association of Principals for

Technical Institutions (India), Annual General Meeting, February 2,
1953, at Hyderabad, pp. 1-10.
Ghosh, J. C., "Technical Assistance to Underdeveloped Countries," A

speech delivered at the recent UNESCO Conference in Paris, New
Delhi, pp. 2-8. (typed copy).
154
Ghosh, J. C . , "The Future of University Education in India," New

Delhi, pp. 2-10. File No. Ill, No. 23 (1956)
Ghosh, J. C . , "Some Thoughts on the Engineering Education Imparted in

Colleges in India," New Delhi, pp. 1-2.
Gupto, Shri B. Sen, "Undergraduate Engineering Education," Symposia at

1958 Conference of the A.P.T.I. (India), Sindri cyclostyled
Jackson, Sir Willis, "The Impact of Technology on the Developing Countries,"

The Annual Sir Philip Magnus Memorial Lecture 1965/66 of the College
of Preceptors, London, February 22, 1966.
Jackson, Sir Willis, "Technology and the Developing Countries," Foundation

Day Speech, School of Oriental and African Studies, University of
London, 1966.
Pandya, Anant H . , "Education for the Engineering Industry," Section of

Engineering, Indian Science Congress, Proceedings of the Twenty-
Ninth Congress, Baroda, 1942, delivered on January 3, 1942.
pp. 347-374.
Sargent, John, "Post-War Educational Reconstruction," All-India Educa

tional Conference, Srinagar, 1941. pp. 2-16. cyclostyled
Sargent, John, "Organization of Technical Education in a New Area (Essex),"

Loughborough: Association of Technical Institutions, Miscellaneous
Pamphlets, 1935. pp. 1-9.
Books
Bengal National Chamber of Commerce and Industry, Souvenir Volume,

1887-1962, Calcutta: Lalchand Roy and Company, 1962.
Bernstein, Henry T., Steamboats on the Ganges: A n Exploration in the

History of India's Modernization Through Science and Technology,
Calcutta: Orient Longmans, 1960.
Bhargava, K. D. (editor), Selections from Educational Records of the

Government of India, Vol. IV: Technical Education in India,
1886-1907, Delhi: National Archives of India by the Manager of
Publications, G.O.I., 1968, pp. vi-353.
Bombay (Government of), Technical and Industrial Education Committee,

Interim Report with Supplementary N ote, Bombay: Government Central
Press, 1921, pp. 1-111.
Chandiramani, G. K . , Technological Education in India, Delhi: Ministry

of Education, Government of India, 1956. pp. 2-20. Publication
No. 239.
Chandrakant, L. S., Technical Education in India T oday, New Delhi:

Ministry of Scientific Research and Cultural Affairs, 1963.
pp. 2-107.
155
Dongerkery, S. R, A History of the University of Bombay, 1857-1957,

Bombay: Bombay University Press, 1957, pp. 2-313.
Gajjar, T. K, Note on the Development of a National System of Education

for Baroda State, Bombay: Examiner Press, 1888, pp. 2-39.
The Institution of Engineers, India, Proceedings of the Symposium on

Economy and Efficiency of Engineering Enterprises in India.
New Delhi, November 12-13, 1961. Calcutta: Institution of
Engineers, 1962. pp. i-242.
Madav Mohun Malayiya, The Hindu University of Benares: Why it is Wanted

and What it Aims a t , Allahabad: Panch Kory Mittra at the Indian
Press, New Delhi: 1909. pp. 2-46.
Massachusetts Institute of Technology, Bulletin, Volume 80, Catalogue

Issue, June 1945, Number 4, Cambridge: Massachusetts Institute of
Technology, 1945.
Massachusetts Institute of Technology, Bulletin, Catalogue for 1950-51 in

cluding Summer Session Issue, 1951, Cambridge: Massachusetts
Institute of Technology, March, 1951.
National Council of Education, Bengal, A History and Homage, Calcutta:

Jadavpur University, 1956.
National Planning Committee Series, General Education and Technical

Education and Developmental Research. (Two reports in the volume)
Reports of Sub-committees, Bombay, Vora and Company, Publishers,
Ltd., 1948. pp. 9-209.
Ray, P. C., Life and Experiences of a Bengal Chemist, n.d. .
Sen, S. N. (editor), Professor Meghnad Saha: His Life, Work and Philosophy,
Calcutta: Meghnad Saha Birthday Committee, 1954, pp. 2-175.
Sinha, N. C., and P. N. Khera, Indian War Economy, (Supply, Industry &
Finance), an Official History of the Indian Armed Forces in the
Second World War, 1939-45, Bisheshwar Prasad, General Editor,
Calcutta: Orient Longmans, 1962.
Stratton, Julius A . , Science and the Educated Man: Selected Speeches of

Julius A. Stratton, (forward by Elting E. Morison), Cambridge:
The M.I.T. Press, 1966, pp. v-186.
Taleyarkhan, Dinshaw Ardisir, "How to Introduce National Technical

Education into India," Baroda, 1884.
Visvesvaraya, Sir M . , Reconstruction on Post-War India: A Plan of

Development All Rou n d , Bombay: The All-India Manufacturers'
Organization, September, 1944. pp. ii-59.
Articles
"Assistance from Foreign Countries for Technical Education," Journal

of the Association of Principals of Technical Institutions,
(India),(August, 1958), p. 94.
Bose, Ajoy Kumar and Tukin Kumar Roy, "Some Thoughts on Higher
Technological Education," Science and Culture 16, 11 (May, 1951),
pp. 497-500.
Bose, S. K . , "Technological Institutes. A New Dimension in Education

in India," Impact of Science on Society, Unesco, Vol. XV, No. 3,
(1965), pp. 187-194.
Chakko, K. C. "Higher Technical Education," Journal of the Association

of Principals of Technical Institutions, (May, 1948), pp. 7-10.
"Engineering Education and Requirements of Industry," Science and Culture,

Vol. 25, No. 5 (November 5, 1955), pp.. 237-241.
Ghosh, J. C., "Technical Assistance to Underdeveloped Countries,"

Science and Culture, Vol. 15, No. 10, (April, 1950), pp. 374-376.
Ghosh, J. C. and K. L. Joshi, "Raising Technical Manpower in India,"

Reprinted from Bhagirath, (June, July, 1967).
Hartog, P. J. "The Indian Universities," Annals, American Academy of

Political and Social Science, 145, (September, 1929), Supplement,
pp. 138-150.
Hutton, Thomas, "The Planning of Post-War Development in India,"

Asiatic Review (April, 1947), pp. 130-137.
"Impressions of an Educational Tone of the Universities of America and

Europe," Science and Culture, Vol. 3 (September, 1939), pp. 183-186.
Jayaraman, V. S., "Need for Re-orientation of Technical Education at

All Levels," Journal of the Association of Principals of Technical
Institutions, (August, 1953), pp. 65-66.
Journal of the Association of Principals of Technical Institutions (India) ,

1948-1966, passim.
Journal of the Institution of Engineers (India), 1940-1966, passim.
Karve, D. D . , "On the Improvement of the Indian Universities," Minerva,

(Winter, 1965), pp. 159-171.
Mehta, G. L . , "The American Technical Mission," Science and Culture,

Vol. VIII, 3, (September, 1942), pp. 99-103.
Pandya, A. H . , "Engineering Education for the Engineering Industry,"

Science and Culture, Supplement (April, 1952), pp. 9-10.
Parikh, G. D., (Comment), Minerva, (Spring, 1965), pp. 403-404.
157
Preston, Ci E., "The Post-War Education and Training of Engineering

Personnel," The Journal of the Institution of Engineers (India),
Vol. XXV, September, 1944, No. 1, pp. 3-42.
"Problems of Industrial Development in India," Science and Culture,

Vol. II, No. 4, (May, 1937), pp. 529-531; 577.
Saha, Meghnad, "Science in Social and International Planning with

Special Reference to India," Nature, ^February 24, 1945), pp. 221-224.
"Science and Progress in India," Nature, (May 5, 1945), pp. 525-529.
Science and Culture, 1935-1950, passim.
Sen, Triguna, "Engineering Education," Journal of the Association of

Principals of Technical Institutions, (May, 1948), pp. 11-14.
"Sir Ardeshir Dalai on University Education," Science and Culture, Vol.

VIII, II, (May, 1943), p. 448.
"Symposium on Engineering Education," Journal of the Institutions of

Engineers (India), Vol. 34, No. 1, (September, 1953), pp. 197-232.
"Technical University for India," Science and Culture, Vol. VI, 8,

(February, 1941), p. 460.
Thacker, M. S., "Technical Education in India," New Scientist, (September

13, 1962), pp. 573-574.
Toshniwal, B. D . , "The Massachusetts Institute of Technology," Science

and Culture, Vol. V, 8 (February, 1940), pp. 458-462.
Minutes, Reports, and Memoranda of the Indian Institutes of Technology
1. Indian Institute of Technology, Kharagpur
Fellows, Julian R. (Group Leader), Second Progress Report by the TCM

Team of Guest Professors at the Indian Institute of Technology,
Kharagpur, Contract ICAc-1220, June, 1961. pp. 2-16.
Felt, Gilbert H . , Final Report: University of Illinois Program in India

at the Indian Institute of Technology, Kharagpur, West Bengal,
Under Contract AIDc-1220, U.S.A.I.P., for the Period June 18, 1960
to June 30, 1964. pp. 2-62.
Ghosh, J. C., "Welcome Address," Foundation Laying Ceremoney, Indian

Institute of Technology, Kharagpur, n. d. March 2, 1952 2 pp.
Hay, Professor Ralph C., "Report on Two-Year Assignment as Head of the

Department of Agricultural Engineering at the Indian Institute of
Technology, Kharagpur," October 31, 1956. pp. 2-15.
158
"Instructions on the UNESCO Mission to Moscow,"from Luther H. Evans

to Mr. Cacciapuoti and Dr. S. R. Sen Gupta, September 13, 1955.
pp. 1-2.
Telegram from Mr. Cacciapuoti to M. S. Adiseshiah from Moscow, October 2,

1955.
Professor Dr. Technology Inge Lyse, "Report on the UNESCO Mission to

Russia from September 14 to October 12, 1955."
"Protocol of a Meeting Held Between Representatives of the Government

of India, UNESCO, The Ministry for Higher Education, U.S.S.R., and
the Main Board for Economic Relations, the Establishing of Higher
Institute of Technology in Bombay." Meetings held September 15-
October 11, 1955 in Moscow.
Letter to Mr. Cacciapuoti from Luther Evans, April 25, 1956.
Letter from K. G. Saiyidain to Dr. Luther Evans, May 5, 1956.
"Report on the UNESCO Mission to India for Western Higher Institute of

Technology, Bombay, April 28-June 14, 1956." To the Director
General, from UNESCO Mission to India, June 15, 1956. pp. 2-9.
The following materials are contained in UNESCO, Central Registry Dossier,

ITT, Bombay, Part II from I.1.57 up to XII. 58.
Keen, James, "Field Notes: Western Higher Institute of Technology,

Powai (Bombay):" Transmitted to UNESCO, March 18, 1957. pp. 6-7.
Project Description: Western Higher Institute of Technology, Bombay,

May 23, 1957.
Martinovsky, V., "Brief Summary of the Discussions of the UNESCO Experts

for Project No. 12 with Dr. Kelkar, Planning Officer for the Western
Institute of Technology," 1957, pp. 2-4.
"Protocol of the Meeting Between the Representatives of the Industry of

Scientific Research and Cultural Affairs of India, of the Ministry
of Higher Education of the U.S.S.R., and "Technoexport, etc.,"
June 5, 1958.
B. Published Materials
Indian Institute of Technology, Bombay, Annual Report, July, 1958-June, 1959

Indian Institute of Technology, Bombay, Annual Report. July. 1959-June, 1960
Indian Institute of Technology, Bombay, Annual Report. July, 1960-June. 1961
Indian Institute of Technology, Bombay, Annual Report, July. 1962-June. 1963
Indian Institute of Technology, Bombay, Annual Report, July. 1963-June, 1964
159
Indian Institute of Technology, Bombay, Central Library, Report on the

Working of the Library, April 1960-March, 1961. Prepared by B. I.
Trivedi

Working of the Library, April. 1961-March. 1962.

Working of the Library, April, 1962-March, 1963.


Indian Institute of Technology, Bombay, Information Brochure for Post-

Graduate Courses, 1964-65, Indian Institute of Technology Printing
Press, 1964 (1000 copies), pp. 2*?16.
Indian Institute of Technology, Bombay, First Statutes of the Indian

Institute of Technology Council, (In force from November 6, 1962)
cyclostyled. pp. 2-83.
Indian Institute of Technology, Bombay, The First Eight Years. 1958-1966.

Bombay: Academic Book Centre Private Limited, n.d. (1967), pp. 2-20.
UNESCO, Indian Institute of Technology, Bombay, India: Final Report,

1956-66. Paris: UNESCO, Serial no. 68/BMS.RD, 1968, pp. 7-42.
3. Indian Institute of Technology. Madras
A. Unpublished Material
1) Records of the Embassy of the Federal Republic of Germany:

File #461.02
"Agreement Between the Federal Republic of Germany— Government of India

Concerning the Establishment of a Technical Institute in India,"
signed August 7, 1958.
"Establishment of Higher Technological Institutes with German Assistance,"

Press Release, November 25, 1956.
"German Mission for the Foundation of a Technical Institute in India:

Report on the Discussions with the Sponsoring Committee, November 20-
22, 1956," pp. 2-6.
"Technisches Institute," January 1, 1956-December 31, 1957.
2) Records of the I1T, Madras.
Indian Institute of Technology, Madras, "Note for the Consideration of

the Course Committee, n.d. (June 9-10, 1959). pp. 2-4.
U 60
Indian Institute of Technology, Madras, "Proceedings of the Second

Meeting of the Indian Institute of Technology Courses Constittee
Held on December 4 and 5, 1959 at Madras," pp. 2-7.
Indian Institute of Technology, Madras, Faculty Association, Circular,

November 19, 1965. Scheme of Assessment.
"First Supplementary Agreement to the Agreement of the 28th March,

1966, between the Government of the Federal Republic of Germany
and the Government of India Concerning Technical Cooperation
Regarding Further Collaboration in Respect of the IIT in Madras,"
cyclostyled copy, pp. 2-7.
Professor B. Sen Gupto, Report on a Visit to the Federal Republic of

Germany, April 22 to M ay 16, 1967; July 3, 1967.
Havemann, Professor Dr. Ing. H. A., "Structural Analysis of the Indian

Institute of Technology, Madras— with Special Regard to Contracted
Research," 1969, pp. 5-39. Part A of Professor Havemann's second
visit to Madras, November, 1969.
Havemann, Professor Dr. Ing. H. A., "Visitation, Indian Institute of

Technology in Madras, 1968, at the Request of the Federal Ministry
of Economic Cooperation, Bonn," April, 1968, pp. 2-32. Besuchsbericht.
Indian Institute of Technology, 1968.
Indian Institute of Technology, Madras, "A Review of the Five Year B. Tech.
Curricula: German Recommendations," (typed carbon copy), September 18,
1968. pp. 2-18.
B. Published Material
Indian Institute of Technoloev. Madras, Annual Report, 1960-61.
Indian Institute of Technology. Madras, Annual Report, 1961-62.
Indian Institute of Technology. Madras. Annual Report, 1962-63.
Indian Institute of Technology. Madras, Annual Report, 1966-67.
Indian Institute of Technology. Madras, Souvenir Volume to Commemorate the

Visit of His Excellency Dr. Heinrich Luebke, President of the Federal
Republic of Germany, to the Institute of Technology, Madras: IIT,
Madras, pp. 2-97.
161
Indian Institute of Technology, Kharagpur, "Tool Room Opening Ceremony,"

September 5, 1953, pp. 2-24. (cyclostyled)
Indian Institute of Technology, Kharagpur, Director1s Memorandum, Part I ,

Outline of the Programme of Execution of the Plan for the Estab
lishment of the Indian Institute of Technology, Kharagpur, for
the Remaining Period of the First Five Year Plan and the Second
Five Year Plan of the Government (1954-1961), Calcutta: Government
of India Press, 1959. pp. ii-238.
"The Indian Institute of Technology (Kharagpur), Act, 1956," (September

15, 1956) The Bombay Government Gazette, October 25, 1956, Part VI,
pp. 814-823. Act No. LI of 1956.
Indian Institute of Technology, Kharagpur, The Institutes of Technology

Act 1961 (No. 59 of 1961) and Statutes, Calcutta: Government of
India Press, 1962. pp. 2-106.
Indian Institute of Technology, Kharagpur, Annual Report, 1953-1954,

and annually to 1960-61.
Indian Institute of Technology, Kharagpur, Bulletin for General Informa

tion. 1965-66, Calcutta, Government of India Press, 1965, pp. iv-85.
Indian Institute of Technology, Kharagpur, Tenth Convocation, February 20,

1965. pp. 1-55.
Indian Institute of Technology, Kharagpur, "Progress Since 1950 to 31st

January, 1966, and Outline of the Future Plans: Fourth and Fifth
Five Year Plans," pp. 2-33. (cyclostyled)
Ministry of Scientific Research and Cultural Affairs, India, Report of

the Reviewing Committee: Indian Institute of Technology, Kharagpur,
Nev? Delhi: General Manager, Government of India Press, pp. i-98.
2. Indian Institute of Technology, Bombay
A. Unpublished Materials
The following materials are contained in Unesco, Central Registry Dossier,

IIT, Bombay, Part I to 31/XII/1956:
Letter from Humayan Kabir to Dr. Luther Evans, December 2, 1954.
Letter .from Rene Maheu to Professor Humayan Kabir, February 9, 1955.
Letter from Malcolm S. Adiseshiah to Humayan Kabir, February 18, 1955.
"Establishment of Western Higher Technological Institute--Bombay,"

No. F. 19-42/54, T-2, Government of India, Ministry of Education,
New Delhi-2, June 7, 1955.
Letter from M. S. Adiseshiah to Mr. David Owen, July 1, 1955.
162
4. Indian Institute of Technology, Kanpur
A. Unpublished Materials
1) Kanpur Indo-American Program Files (Boston, Massachusetts):
Letter from Dean Gordon S. Brown to Dr. Ralph Ruffner, Director

Office of Educational Services, I.C.A., November 10, 1960, pp. 1-2.
Buechner, W. W., N. C. Dahl, and L. D. Smullen, "Recommendations for

Activity in India," Memorandum to President J. A. Stratton,
February 13, 1961, pp. 2-3.
Buechner, W. W . , N. C. Dahl, and L. D. Smullen, "An Opportunity for

United States Participation in India Technical Education," A
report submitted to President J. A. Stratton. Cambridge: M.I.T.,
March 3, 1961, pp. 2-20.
Dougherty, Nathan W., "End of Term Report, Indian Institute of Technology,

Kanpur," November 11, 1960, March 8, 1961, pp. 2-73.
"Notes Taken at Meeting on Kanpur Project," Cambridge: M.I.T., May 26,

1961, pp. 1-18.
Kanpur American Program, "Minutes of the First Meeting of the Kanpur

Steering Committee," Cambridge: M.I.T., August 14-15, 1961.
K.I.A.P., "Summary Report of First Joint Conference," Cambridge: M.I.T.,

September 5-6, 1961, pp. 2-17.
K.I.A.P., "Minutes of the Second Meeting of the Steering Committee,"

Cambridge: M.I.T., September 6, 1961.
K.I.A.P., "Minutes of the Third Meeting of the Steering Committee,"

University of California, Berkeley, October 4-5, 1961.
K.I.A.P., "Summary Report of Second Joint Conference," University of

California, Berkeley, October 4-5, 1961, pp. 3-15.
K.I.A.P., "Minutes of the Fourth Meeting of the Steering Committee,"

University of Michigan, Ann Arbor, December 12-13, 1961.
K.I.A.P., "Minutes of the Fifth Meeting of the Steering Committee,"

Cleveland: Case Institute of Technology, January 27, 1962.
K.I.A.P., "Minutes of the Sixth Meeting of the Steering Committee,"

Princeton: Princeton University, April 6-7, 1962.
K.I.A.P., "Minutes of the Seventh Meeting of the Steering Committee,

Lafayette, Purdue University, September 22, 1962.
K.I.A.P., "Minutes of the Eighth Meeting of the Steering Committee,"

Washington, D.C.: American Council on Education, November 11,
1962.
163
K.I.A.P., "Minutes of the Ninth Meeting of the Steering Committee,'1

Columbus: Ohio State University, February 16, 1963.
K.I.A.P., "Minutes of the Tenth Meeting of the Steering Committee,"

Pittsburgh: Carnegie Institute of Technology, March 16, 1963.
K.I.A.P., "Minutes of the Eleventh Meeting of the Steering Committee,"

Lafayette: Purdue University, September 17, 1963.
K.I.A.P., "Minutes of the Twelfth Meeting of the Steering Committee,"

Pasadena: California Institute of Technology, December 2, 1963.
K.I.A.P., "Minutes of the Thirteenth Meeting of the Steering Committee,"

Cambridge: .M.I.T., February 3, 1963.
K.I.A.P., "Minutes of the Fourteenth Meeting of the Steering Committee,"

An n Arbor, Michigan: The University of Michigan, May 11, 1964.
K.I.A.P., "Minutes of the Fifteenth Meeting of the Steering Committee,"

Washington, D.C.: Embassy of India, September 12, 1964.
K.I.A.P., "Minutes of the Sixteenth Meeting of the Steering Committee,"

Berkeley: The University of California, October 16, 1964.
K.I.A.P., "Minutes of the Seventeenth Meeting of the Steering Committee,"

Washington, D.C.: Roger Smith Hotel, December 11-12, 1964.
K.I.A.P., "Minutes of the Eighteenth Meeting of the Steering Committee,"

Pittsburgh: Carnegie Institute of Technology, February 12-13,
1965.
K.I.A.P., "Minutes of the Nineteenth Meeting of the Steering Committee,"

Chicago: O'Hare Inn, May 7, 1965.
K.I.A.P., "Minutes of the Twentieth Meeting of the Steering Committee,"

Lafayette: Purdue University, September 8-9, 1965.
K.I.A.P., "Minutes of the Twenty-firfet Meeting of the Steering Committee,"

Princeton: Princeton University, January 5-6, 1966.
K.I.A.P., "Minutes of the Twenty-second Meeting of the Steering

Committee," Ann Arbor: The University of Michigan, May 11-12, 1966.
K.I.A.P., "Minutes of the Twenty-third Meeting of the Steering

Committee," Lafayette: Purdue University, October 13-14, 1966.
K.I.A.P., "Minutes of the Twenty-fourth Meeting of the Steering Committee,"

Chicago: O'Hare Airport, December 9, 1966.
K.I.A.P., "Minutes of the Twenty-fifth Meeting of the Steering Committee,"

Pasadena: California Institute of Technology, February 12-13, 1967.
K.I.A.P., "Minutes of the Twenty-sixth Meeting of the Steering Committee,"

Cleveland: Case Institute of Technology, May 26-27, 1967.
164
K.I.A.P., "Minutes of the Twenty-seventh Meeting of the Steering

Committee," Cambridge: M.I.T., October 18-19, 1967.
K.I.A.P., "Minutes of the Twenty-eighth Meeting of the Steering

Committee," Pittsburgh: Carnegie-MelIon University, January 29-30,
1968.
K.I.A.P., "Minutes of the Twenty-ninth Meeting of the Steering Committee,"

La Jolla: University of California, San Diego Campus, May 27-28,
1968.
K.I.A.P., "First Semi-Annual Progress Report," February 21, 1962-

September 30, 1962, pp. 2-13.
K.I.A.P., "Second Semi-annual Progress Report," October 1, 1962-

March 31, 1963, pp. 2-20.
K.I.A.P., "Third Semi-annual Progress Report," with appendices A,B,C,D,,

April 1, 1963-September 30, 1963, pp. 2-10.
K.I.A.P., "Fourth Semi-annual Progress R eport," with appendices A,B,C,

October 1, 1963-March 31, 1964, pp. 2-20.
Fifth Semi-Annual Report for the Kanpur Indo-American Program, April 1,

1964-September 30, 1964, pp. 2-10.
Sixth Semi-Annual Report for the Kanpur Indo-American Program, October 1,

1964-March 31, 1965, pp. 2-24.
Seventh Semi-Annual Report for the Kanpur Indo-American Program, April 1,

1965-September 30, 1965, pp. 2-32.
Eighth Semi-Annual Report for the Kanpur Indo-American Program, October 1,

1965-March 31, 1966, pp. 2-14, with appendix A.
Ninth Semi-Annual Report for the Kanpur Indo-American Program, April 1,

1966-September 30, 1966, pp. 2-9.
Tenth Semi-Annual Report for the Kanpur Indo-American Program, October 1,

1966-March 31, 1967, pp. 2-11.
Eleventh Semi-Annual Progress Report for the Kanpur Indo-American Pro

gram, April 1, 1967-September 30, 1967, pp. 2-11.
Twelfth Semi-Annual Progress Report for the Kanpur Indo-American Program,

October 1, 1967-March 31, 1968, pp. 2-13.
2) Indian Institute of Technology Files (Kanpur, India)
Chavarria Aguilar, 0. L . , "A Proposal for a Humanities-Social Science

Curriculum for the IIT/Kanpur," submitted to Dr. P. K. Kellcar,
Director, and Professor Norman.C. Dahl, Program Leader. The KIA P ,
October, 1962, pp. 2-16.
165
Draft Memorandum on Academic Performance (sent only to members of FYC

though would be addressed to the IIT Faculty), August 1, 1963,
pp. 1-8.
Dunn, Oliver C . , "A Library Development Plan for the Indian Institute
of .'.Technology, Kanpur," August, 1962, pp. 1-18.
Dunn, Oliver C . , "Progress Report on the Library Indian Institute of

Technology, Kanpur," May, 1964, pp. 2-25.
Dunn, Oliver C., "Two Year's Progress, Present Problems and a Five
Year Plan," Library XIII-19, pp. 2-18.
Halfman, Bob,"Working Memorandum on Curriculum to American Staff,"

October 17, 1962.
First Year Committee Records. "Note from R. L. Halfman to All Members

of the FYC, Listing Topics That Might Serve as Focus for FYC
Meeting," May 21, 1963.
First Year Committee Records: Record of Decisions Made at Meeting,

July 4, 1963.
First Year Committee Records: Record of Decisions Made at FYC Meeting,

July 31, 1963.
First Year Committee Records: Letter from J. Mahanty to Professors

Karunes, Muthana, Rajendra Prasod, August 6, 1963.
Indian Institute of Technology, Kanpur. (Located in file No. F. 16 (12)

Ec. A./II/59, Government of India, Ministry of Finance, Department
of Economic Affairs, New Delhi. Office Memorandum. Subject:
"Rupee Projects Financed Out of U.S. Grants Under PL 480: Estab
lishment of Ill/Kanpur."
Indian Institute of Technology, Kanpur, Five Years of Progress: An

Evaluation and Report for the Steering Committee, Kanpur Indo-
American Program. January, 1968, pp. 2-35.
"Letter from CNR Rao to J. Mahanty," (concerning first year curriculum)

November 7, 1963.
"Memorandum to American S t a f f f r o m Bob Halfman, November 1, 1962.
Minutes of the First Steering Committee, January 10, 1963.
Minutes of the Second Meeting of the Steering Committee, January 17, 1963.
Minutes of the Third Meeting of the Steering Committee, February 1, 1963.
Minutes of the Fourth Meeting of the Steering Committee, February 7, 1963.
Minutes of the Fifth Meeting of the Steering Committee, February 13, 1963.
166
Minutes of the Sixth Meeting of the Steering Committee, March 14,

1963.
Minutes of the Seventh Meeting of the Steering Committee, March 21,

1963.
Minutes of the Eighth Meeting of the Steering Committee, April 23,

1963.
Minutes of the Ninth Meeting of the Steering Committee, April 29,

1963.
Minutes of the Reconstituted Steering Committee, October 17,1963.
Minutes of the Reconstituted Steering Committee, November 8,1963.
Minutes of the Reconstituted Steering Committee, November 18, 1963.
Minutes of the Reconstituted Steering Committee, January 21,1964.
"Note on Academic Evaluation of Students at IIT, Kanpur" plus appendices

A, B, C, D, September, 1964, pp. 1-4.
"Report, Undergraduate Curriculum Structure for Indian Institute of

Technology, Kanpur," Submitted to Dr. P. K. Kelkar, Director.
Prepared by Richard H. Zimmerman, August 31, 1962, pp. 1-8.
"Tentative Scheme of Undergraduate Courses as Presently Agreed Upon by

the Faculty," May 23, 1962.
"Tentative Summary of Matters Discussed in Curriculum Committee Meeting,"

October 22, 1962.
B. Published Materials
Indian Institute of Technology, Kanpur, Annual Report, 1961-62.
Indian Institute of Technology, Kanpur, Annual Report,1962-63.

Indian Institute of Technology, Kanpur, Annual Report, 1963-64.
Indian Institute of Technology, Kanpur, Annual Report.1965-66.
Indian Institute of Technology, Kanpur, Annual Report,1966-67.
Indian Institute of Technology, Kanpur, Annual Report. 1967-68.
Indian Institute of Technology, Kanpur, Bulletin, Courses of Study,1964-65.
Indian Institute of Technology, Kanpur, Bulletin, Courses of Study, 1965-66.

Indian Institute of Technology, Kanpur, Bulletin, Courses of Study, 1966-67.
Indian Institute of Technology, Kanpur, Bulletin, Courses of Study,1968-69.
Indian Institute of Technology, Kanpur, Information for Students, 1969.
Kelkar, P. K . , "A Note Briefly Giving an Analysis of the Impact of the

Present Emergency on the Philosophy of Engineering Education as
Distinct from Engineering Training, with Particular Reference to
the Suggestion that the Duration of Courses Should be Reduced,"
December 6, 1962, pp. 1-17.
167
Kelkar, P. K . , "Establishing a Technological Institute— A Joint Indo-

American Experiment in Kanpur," A Paper Presented to Conference
on 'The Role of the Professional as an Agent of Political,
Economic, & Social Changes in Low-Income Countries,1 University
of California, Berkeley, May 24-26, 1968, pp. 2-36.
V. Indian Institute of Technology, New Delhi
A. Unpublished Material
"Act and Statutes of Indian Institute of Technology," New Delhi, 1963.
Brown, Professor John, "Report on Conclusion of Assignment to Indian

Institute of Technology," New Delhi, March 26, 1965, pp. 2-11.
Appendix 1 Electrical Engineering Undergraduate Courses

Appendix 2 Electrical Engineering Post-Graduate Courses
Appendix 3 Note on Collaboration with C.E.E.R.I, Pileni
Appendix 4 Lecture on Post-Graduate Education
Appendix 5 Electrical Engineering Staff
Appendix 6 Electrical Engineering Accommodation
Appendix 7 Summary of Equipment Procurement
Appendix 8 List of Institutions Visited
Appendix 9 Note to Director, Indian Institute of Technology
Coates, Sir Eric, The Industrial Trust for the Equipment of the
Indian Institute of Technology, Delhi, a progress report by the
Chairman of the Executive Committee of the Trust with Attachment
A-6, January 25, 1967, pp. 2-13.
College of Engineering and Technology, "Requirements of Staff," n.d.

(March, 1959) 3-page document--typed copy plus pp. 4-35 in
appendices.
Department of Humanities and Social Sciences," Semester Report,"

December, 1963 to May, 1966.
Guy, Richard K . , "Report on Tour of Duty as Columbo Plan Expert from

March, 1962 to August, 1965 at Indian Institute of Technology,
Delhi, August 6, 1964, pp. 2-57.
Indian Institute of Technology, Delhi, Courses of Study and Course

Summaries, n.d. Not paginated. (Courses for 1964-65; 1965-66)
Indian Institute of Technology, Delhi, First Draft of the Institute

Development P l a n , July, 1962.
Indian Institute of Technology, Delhi, Second Draft of the Development

P l a n , July, 1963.
Indian Institute of Technology, Delhi, Academic Policy Document, 1963.
Indian Institute of Technology, Delhi, Summary of Academic Policy and

Development Pl a n , January, 1966, pp. 2-41.
168
Rumford, F., Report on Conclusion of Assignment: Report to the

Ministry of Overseas Development from F. Rumford, Professor of
Chemical Engineering, Institute of Technology, Delhi, 1960-66,
pp. 2-15 with Appendix I, "Historical Statement;" pp. 2-7 with
Appendix II, "Library," pp. 2-4.
Sparkes, Professor S. R. (Chairman, Academic Working Party), Report of

the Academic Working Party of the Delhi Institute of Technology
Trust on the "Summary of Academic Policy and Development Plan,"
pp. 2-9, London: Imperial College of Science and Technology,
August 2, 1966.
Sparkes, S. R . , and W. G. Wormal (Secretary of the Trust), Report on a

Visit to the Indian Institute of Technology, Delhi, in November,
1966, January 9, 1967, pp. 2-13.
B. Published Material
Indian Institute ofTechnology, Delhi, Annual Report, 1966-67.
Indian Institute of Technology, Delhi, Annual Report, 1967-68.
Indian Institute of Technology, Delhi, First Convocation, November 3, 1960.
Indian Institute of Technology, Delhi, Information for Students.Sessions:

1962-63, 1963-64, 1964-65, 1965-66.
Interviews
1. Indian Institute of Technology. Kharagpur
Bhattacharyya, P. K . , Professor and Head, Department of Applied Chemistry,

May 18, 1966.
Bhattacharyya, S. K . , Professor and Head, Department of Geophysics,

September 24, 1966.
Datta, A. K . , Establishment Section, September 22, 1966.
Gayan, A., Professor and Head, Mathematics Department, September 22, 1966.
Nandi, S. K. and A. N. Roy, Professors, Department of Chemical Engineering,

September 23, 1966.
Rao, Dr. S. V. L. N. and Dr. C. L. Rao, Professors, Department of Geology,

September 24, 1966.
Sen, Dr. S. K . , Humanities Department, September 23, 1966.
Sen Gupta, Dr. S. R . , Director, May 18, 1966.
2. Indian Institute of Technology. Bombay
Bose, Brigadier S. K . , Director, May 20, 1969.
Butaev, Dr. G. A., UNESCO Field Representative, July 31, 1969.
Chandirami, A. B., Deputy Educational Advisor in Technology; Minister of

Education, Government of India, November 5, 1963.
Dhamankar, S. B., Acting Registrar, May 20, 1969.
Kamath, N. R . , Professor and Deputy Director; Head, Department of Chemical

Engineering, Six interviews between October, 1963 and October, 1966.
Lalbhai, Kasturbhai, Former Chairman, May 6, 1969.
Mehta, G. L., Chairman, Board of Governors, July 6, 1966.
Mehta, A.M. and G. D. Shah, Professors, Chemistry Department, October 12,

1965.
Swarbrick, J., Chief, Asia Division, UNESCO, August 11, 1969.
Tendolkar, G. S., Professor and Head, Department of Mietallurgy, October

11 and October 24, 1966.
Trivedi, B. I., Librarian, May 23, 1969, and October 12, 1965.
17Q
3. ladli/a- Institute of Technology, Madras
Ahmed, Nazir, Librarian, May 27, 1969.
Cordes, Dr. Ing. Heiner, Special Scientific Assistant, May 26, 1969.
Gupta, R. K. and Dr. V. Anantharam, Head, Department of Humanities,

October 11, 1966.
Gupto, B. Sen, Professor and Director, June 4, 1966.
Havemann, Dr. Ing. H. A., Professor and Director, Institute for Economic
Development, Aachen, Telephone interview September 23, 1969.
Kerckhoff, Dr. G . , Ministry for Economic Development, August 6, 1969.
Kraus, R. A., Professor and Former Coordinator, Indo-German Program,

August 5, 1969.
Narayanamurthi, Professor and H. Heitland, Mechanical Engineering Department,

October 11, 1966.
Nayudamma, Dr. Y . , Director, Central Leather Research Institute, May 27,

1969.
Rouve, Professor G., Civil Engineering Department, May 26, 1969 and
October 13, 1966.
Sampath, Professor S., Head, Department of Electrical Engineering, October 11,

1966.
Sastri, M. V. C., Professor and Head, Department of Chemistry, June 6,

1966.
Schaeffer, Herr G., Institute for Economic Development, Aachen, August 8,

1969.
Schmitz, Dr. Marga, Member, Madras Committee DAAD, August 7, 1969.
Sethuraman, V., Professor, Civil Engineering Department, May 26, 1969.
Sen Gupto, B . , Professor and Director, October 10, 1966.
Varghese, P. C., Professor and Head, Department of Civil Engineering,

June 7, 1966, October 12, 1966, and May 26, 1969.
Venkateswarlu, Professor, Head, Department of Chemical Engineering,

October 11, 1966.
4. Indian Institute of Technology, Kanpur
Anandakrishnan, Professor, Head, Department of Civil Engineering, September 14,

1966.
Brooks, Shephard, K.I.A.P. Program Administrator, Educational Development

Center, August 15 and 18, 1968.
171
Dahl, Dr. Norman C., Former K.l.A.P. Program Leader, August 1, 1969.
Green, Robert, Dean and Program Leader, March 4, 1966.
Halfman, Robert L., Program Leader, September 5, 1966.
Kelkar, Dr. P. K . , Director, March 5, 1966 and June 29, 1969.
Mahanty, J., Professor, Physics Department, September 5 and 15, 1966.
Muthana, Dr. M. S., Deputy Director, September 5, 1966 and July 29, 1969.
Oakley, Mr. Gilbert, Program Leader, July 28, 1969.
Pai, Professor M. A., Electrical Engineering Department, September 9, 1966.
Subbarao, E. C., Professor and Dean of Faculty, July 29, 1969 and
August 28, 1969.
5. Indian Institute of Technology, Delhi
Chand, Dr. Tara, Former Secretary to Ministry of Education, October 29,

1966.
Cornish, R. J., Professor and Head, Department of Civil Engineering,

January 31, 1966.
Dogra, R. N . , Professor and Director, January 12, 1966 and August 24, 1966.
Duncanson, W. E., Professor and Head, Department of Physics, January 22,

1966.
Jha, C. S . , Professor and Head, Department of Electrical Engineering,

January 20, 1966.
King, A. D., Professor and Head, Department of Humanities, October 31,

1966.
Mainprize, P. H . , Professor and Head, Department of Teacher Training,

February 16, 1966.
Mishra, P., Assistant Professor in Humanities, October 31, 1966.
Mitra, H. B., Deputy Librarian, January 18, 1966.
Ramabhadran, S., Assistant Professor, Department of Electrical Engineering,

February 3, 1966.
Rumford, F . , Professor and Head, Department of Chemical Engineering,

February 2, 1966.
Williams, Harold, Advisor, Planning Commission, Government of India,

December 1, 1965.
Wormal, V). G., Secretary, United Kingdom Trust, August 21, 1969.
172
6. Technical Education in India
Apte, G. V , , Member of A.I.C.T.E. in Sarker Days, September 20, 1966.
Chakravarty, N. C., Deputy Secretary, Ministry of Education, Director

of East Region, October 4, 1966.
'■
Chandirami, A. B., Deputy Educational Advisor; Minister of l^clTclon,- ..... -
Government of India, November 5, 1965.
Chandrakant, L. S., Deputy Educational Advisor, Ministry of Education,

Government of India, November 4, 1966, July 30, 1969.
Choudhury, S. B. Roy, Late N. R. Sarker1s Secretary, September 27, 1966.
Dhawan, Dr. S., Director, Indian Institute of Science, Bangalore, June 11,
1966.
Godbole, N. N . , Professor at B. H. U. in 1919, June 17, 1966.
Gupta, B. N. Das, Director, Indo-Swiss Trading Corporation, September 26,

1966.
Iyengar, H.V.R., Director, Parry's Ltd., November 2, 1966.
Kabir, Humayan, Professor and Member of Parliament; former secretary,

M.S.R.C.A., October 3, 1966 and August 19, 1967.
Madan, P. J . , Professor and Pro-Vice Chancellor, M, S. University of Baroda

November 10, 1965.
Nadar, G. M . , Professor and Director of Department of Chemistry Technology,

Bombay University, September 23, 1965.
Patel, C. S., Vice-Chancellor, M. S. University of Baroda,November 10, 1965.
Sargent, Sir John, Former Educational Advisor to the Government of India,

November 10, 1966.
Shah, L. B., Professor and Dean, Faculty of Engineering, M.S. University

of Baroda, November 9, 1965.
Thacker, M. S., Professor and Former Secretary, Ministry of Education,

May 24, 1969.
Valluri, Dr., Director, National Aeronautics Laboratory, October 16, 1966.
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Cacciapuoto, N. B., Director, Institute Di Fisica, University Di Pisa,

January 24, 1970.
Lyse, D. T. I., Professor, Norges Tekniske Hgskole, December 8, 1970.
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Indian Institute of Technology, Delhi
Guy, Richard K . , Professor and Head, Department of Mathematics, University

of Calgany.
Jackson, Lord Burnley, Late Pro-Rector, Imperial College of Science and

Technology, January 23, 1970.
Hood, W. W . , Member of Sre&er 'domi&ttee,
Indian Institute of Technology, Madras
Kraus, Dr. R. A., Steinau, Federal Republic of Germany, October 7, 1968.
Indian Institute of Technology. Kanpur
Churchill, Steven, Professor and Former Chairman, Department of Chemical

Engineering, University of Michigan, March 23, 1967.
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INFORMATION TO USERS

The following explanation of techniques is provided to help you understand

5. PLEASE NOTE: Some pages may have indistinct print. Filmed as

Xerox University Microfilms

R e p r o d u c e d w ith p e r m is s io n of th e c o p y rig h t o w n e r. F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

SEBALY, Kim Patrick, 1940-

University Microfilms, A XEROXC om pany, Ann Arbor, M ichigan j

THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED.

R e p r o d u c e d w ith p e r m is s io n o f th e c o p y rig h t o w n e r. F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

A dissertation submitted in partial fulfillment

Professor Claude A. Eggertsen, Chairman

R e p r o d u c e d w ith p e r m is s io n o f th e c o p y rig h t o w n e r. F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

The author of this study would like to acknowledge the generous

assistance he has received from his teachers in the Comparative

Education Program of the School of Education at The University of

Michigan. He would like first to thank Professor Claude A. Eggertsen

School of Education which provided a grant for field work in India;

Professor 0. L. Chavarria Aguilar who introduced the author to the

planning process of IIT, Kanpur; Professors Raymond Kehoe, Robert S.

Fox, W. R. Dixon and John J. Carey, members of The University of

fessor of German, who translated the report of the German evaluation

A special acknowledgement to Professor W. H. G. Armytage'of the

University of Sheffield is made for his encouragement in the pursuit

of information about technology in India. Mrs. Sharon (Cheri) Sebaly,

formation about technical education in India, and ufoo fostered the

determination needed to complete this study, has received the author's

special gratitude and blessings.

The author would also like to acknowledge the contributions made

by Indian scientists, engineers, educators, and government officials

who guided and approved of his work in India; particularly to Professor

G. M. Nabar, Head, Department of Chemical Technology, University of

Bombay; Dr. C. S. Patel, former Vice Chancellor of the M. S. University

of Baroda; Dr. Triguna Sen, former Rector of Jadavpur University and

Chairman of the Task Force on Technical Education of the Education

R e p r o d u c e d w ith p e r m is s io n of t h e c o p y rig h t o w n e r. F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

Scientific Research and Cultural Affairs; Shri G. K. Chandiramani

and Shri L. S. Chandrakant, Education Advisors to the Ministry of

Education, Government of India. Each Director of the IIT at the time

of the study was conducted provided invaluable insights into the

founding of "their” Institutes: Dr. S. R. Sen Gupta at IIT, Kharagpur,

Brigadier S. K. Bose of IIT, Bombay, Professor B. Sen Gupto of IIT,

Madras, Dr. P. K. Kelkar of IIT, Kanpur, and Professor R. N. Dogra of

IIT, Delhi. Professor N. R. Karaath, Head, Department of Chemical

Technology at IIT, Bombay provided many hours of stimulating discussion

about the history of technological training in India. The author's

thanks are also given to Dr. M. S. Muthana, former Deputy Director of

of her late husband; Mr. P. G. Menon, former Registrar, IIT, Delhi;

and to Mr. S. B. Roy Choudhury, former Secretary to Mr. N. R. Sarker.

A special acknowledgement is made to Miss J. M. Cursetjee, former

the role of Mr. B. J. Padshah in the founding of the Indian Institute of

For permission to examine records of the assistance programs, the

following persons and organizations are gratefully acknowledged:

Reports Division, UNESCO; Mr. Shepherd Books, Kanpur Indo-American

Program; Dr. G. Kerkhoff of the Ministry of Economic Cooperation,

Federal Republic of Germany; Dr. Ing. H. A. Havemann, Technical Univer­

Dr. B. A. Butaev, former head of UNESCO Technical Assistance Project at

R e p r o d u c e d w ith p e r m is s io n o f th e c o p y rig h t o w n e r. F u rth e r re p ro d u c tio n p ro h ib ite d w ith o u t p e rm is s io n .

Federal Republic of Germany; Dr. Ing. H. A. Havemann, Technical Univer

VI. INSTITUTIONAL PLANNING FOR THE ESTABLISH

Kharagpur in West Bengal in 1951, the substantial technical assist

It would be supported by UNESCO from 1956 to 1966 through contribu

3. A n examination system that would take account, inter