Charter Act of 1833

Changes in England
Ideological changes became more influential

Changes in India

1.EIC total monopoly abolished

Except ‘tea’ and trade with china
Charter Act of 1833
Changes in India

2.EIC ceased to be a commercial Entity

3.Right to govern for next 20 years

4.Governor General of Bengal Governor

General of India

Lord William Bentinck Becomes 1st

Governor General of India
Charter Act of 1833
Changes in India
5.Law member added to Governor generals council by Invitation
Code of Civil and Criminal laws were drawn

Lord Macaulay drafted the laws

6. President of Board of Control

Minister for Indian Affairs

7.Civil Service based on the Idea of Competition was introduced

Charter Act of 1833
Changes in India

8.Law making powers separated from Executive powers

9. Governor General’s Government came to be known as ‘Government

of India’
Charter Act of 1853
Changes in India
1.Law member was added full time
2.Finance member was added
3.Pleasure Doctrine was Introduced
As long as the EIC would enjoy pleasure of the Crown
4.Principle of Competition based Civil Service Exam was Introduced
Macaulay Committee
5. Separation of Governor General's Executive & Legislative Functions
6.Addition of six new members called legislative councillors to the
council
Indian (Central) Legislative Council Members appointed from local
governments
In between
The revolt of 1857
Question UPSC Pre 2007
2. Consider the following statements
1. Robert Clive was the first Governor-General of Bengal
Robert Clive first Governor of Fort WilliamsBengal
First Governor General Warren Hastings
2. William Bentinck was the first Governor-General of India

Which of the statements given above is/are correct ?

(a) 1 only (c) Both 1 and 2

(b) 2 only (d) Neither 1 nor 2

Answer: B
Question UPSC Pre 2003
Q. Which of the following provision was not made in the Charter
Act of 1833?

a. Trading activities of the East India Company were to be abolished

b. The designation of the supreme authority was to be changed as the

Governor-General of India in Council

c. All law-making powers to be conferred of Governor-General in council

d. An Indian was to be appointed as a law member in the Governor-

General’s Council

Answer: D
Mock Question
Q. Which one of the following acts provided the setting up of a
Board of Control in Britain, through which the British government
could fully control the British East India Company’s civil, military
and revenue affairs in India?
a. Regulating Act of 1773
b. Pitt’s India Act of 1784
c. Charter Act of 1833
d. Government of India Act 1858

Answer: B
British Rule in India
Consolidation of British Rule
through Political Structure

Development of
Administrative Structure of
up to 1858

Colonial Socio- Cultural

Policy & its Impact

Introduction of Modern
Education in India
Socio Cultural Policy & Impact

Approach

East Anglicist/ West

Orientalistic
Occidental
Socio Cultural Policy & Impact
1. Orientalistic Approach (till early 1800s)

Tried to study and portray early image of India ( Past

and Glory)
Established Connection between Sanskrit, Greek and
Latin
Privileged India with and antiquity equal to that of
Classical West
William Jones- Scholar
Beginning of Orientalist Tradition:
1781-Calcutta Madrasa
Founding of
1784- Asiatic Society of Bengal Institutions
1794- Sanskrit College Benaras
Socio Cultural Policy & Impact
1. Orientalism in Early Phase
Conquered people are to be
ruled by their own customs
and laws

Warren Hastings
Why?
British rule had to be legitimise itself in an Indian idiom

Wellesley Establishment of Fort William College @ Calcutta

Training of Civil Servants @
Indian society, culture,
laws etc.
Socio Cultural Policy & Impact
Q. But was this the correct objective?
No.
There was a hidden motive
Idea of kinship between Indian & British dating back to Classical
Past
It will attract & conciliate distant affection
Socio Cultural Policy & Impact
Occidental/Anglicist Approach (1800s onwards)
18th-19th Century Europe
New Ideas
New Attitudes of Minds, Manners & Morals were appearing

It had 3 outstanding characteristics

1.Rationalism Faith in Science

and Reasoning

2. Humanism Love of Man

Socio Cultural Policy & Impact
Occidental/Anglicist Approach
18th-19th Century Europe
New Ideas

3.Confidence in the capacity of man to progress

John Locke
Radical groups in England tried to impose the humanistic and
prudential thought
They Believed that by incorporating Modern Ideas, Philosophy
and Literature the society of India could be Improved
Socio Cultural Policy & Impact
Phases of Development
3 Phases were seen

1.
•1772-1813

2
•1813-1857

3
•Post 1857
Socio Cultural Policy & Impact
Phases of Development

1.
•1772-1813
Policy of Neutrality in Socio-Religious Matters
No Interference in traditions, usage and customs
Why?
Co. Focus on trade and Wars/ Fighting with native
revenue states
Busy in Consolidation
Interference in religious and social
Fear of British Officials customs might produce reactions
Socio Cultural Policy & Impact
Phases of Development

2
•1813-1857
Anglicist Approach
Influence from new philosophies
Rationalism Humanism Liberalism
Socio Cultural Policy & Impact
Phases of Development

2
•1813-1857 Why?

Ideological change in Europe

Industrial Revolution started India can be a big market for British goods
This could not be accomplished by adhering to the policy of keeping
peace
It also required transformation & modernisation of Indian Society
1813- Christian Missionaries 1835- Modern Education
Socio Cultural Policy & Impact
Phases of Development

3
•Post 1857
Change in British Attitude
Indifferent
Hostile
Why? Revolt of 1857
British government regarded reforms brought by them as a factor in
revolt
Started promoting Orthodox Elements
As a result there was ‘Void’ in Social reforms
Socio Cultural Policy & Impact
What were the Impacts of this policy?

Lord Wellesley Prohibition of Infanticide (1802)

Lord William Bentinck Prohibition of Sati (1829)

Lord Ellenborough Abolition of Slavery (1843),

Lex Loci Report 1840
Lord Hardinge Suppression of Practice of Human Sacrifice

Lord Dalhousie Widow Remarriage Act 1856

British Rule in India
Consolidation of British Rule
through Political Structure

Development of
Administrative Structure of
up to 1858

Colonial Socio- Cultural

Policy & its Impact

Introduction of Modern
Education in India
Modern Education in India
Q. Why it was introduced?

Q. Agencies Responsible

1.British Government

2.Christian Missionaries

3.Enlightened Indians
Modern Education in India
Imperatives
1. British Government
Wanted Political & Administrative Convenience
Educated Indians would be more truly disposed toward British rule
Educated Indians can be a consumer base for British products
Modern Education in India
Imperatives
2. Christian Missionaries
Modern Education will bring rationality & scientific temperament
which will lead to adoption of Christianity
Utilizing weapon of modern education for conversion
Modern Education in India
Imperatives
3. Enlightened Indians
Improvement of society to European standards
Socio Cultural regeneration of Indian Society for its Political Upliftment
Modern Education in India
Why it was introduced?
Steps
1.Charter Act of 1813
A sum of Rs.1 Lakh is to be set aside for promotion of education among
natives
2.Committee of Public Instruction
In the year 1823-24, a committee on public instruction was constituted
This Committee was to determine the kind/type of education on which
the sum was to be spent

Kind/Type of Education????
Anglicist-Orientalist Controversy
Modern Education in India
Anglicist-Orientalist Controversy
Controversy surfaced itself in the committee of public Instruction
This committee was constituted for deciding methods to impart
education

Orientalist were
Anglicist were lead by Raja Ram Mohan Roy lead by James
Macaulay( Became head of supported Anglicist Prince
the Commitee in 1835)
Modern Education in India
Anglicist-Orientalist Controversy

Three Major aspects of the controversy

1.Content-
Technical-Vocational or What kind of education should be imparted
Humanities-Literature

2. Language- Which language should be used to teach natives

English or
Vernacular
Modern Education in India
Anglicist-Orientalist Controversy

3.Traget- Downward Filtration Theory

a. Education to be percolated down form upper class
b. Selected few Indians to be educated first
c. These educated Indians would in turn educate the masses
Modern Education in India
Anglicist-Orientalist Controversy

Orientalist

Oriental learning should not be ignored

Modern Education is to be introduced in Vernacular Language

Mass Education should be given through use of Existing

Infrastructure
Modern Education in India
Anglicist-Orientalist Controversy

Anglicist

2 Feb 1835 Writes Minute

on Education

7 March 1835,Bentinck himself was an Utilitarian Happily Agreed to

Anglicist Proposal
Hence in 1837, English was made the official language for education,
Persian was abolished as the court language
This system worked till 1854, when a new setup on Education was
Introduced
Modern Education in India Q. What is Magna Carta
Magna Carta of Education Royal Charter of
Political Rights given by
Charles Wood’s despatch of 1854
the King/Monarch of
President of the Board of Control England
It was sent by Charles wood, which specified the nature, scope,
method of Imparting education to the natives
It modified the earlier radical-anglicist approach adopted
by Macaulay in his minute related to education

The despatch had recommended following things:-

Traditional Education should not be Ignored

Modern Education in India
Magna Carta of Education
To support Traditional Education a system of Grant-in-aid was
introduced
Modern Education should be Imparted in English but vernacular
language should not be ignored
English to be Medium of learning only in Higher Education
Primary & Secondary education should be in Vernacular Language
The theory of downward filtration was scrapped
Responsibility of Mass Education was assumed by the government
Modern Education in India
Magna Carta of Education
A hierarchy of Educational Institutions were set up.
Universities @ Calcutta, Madras & Bombay
Separate department of education in every provinces

Institutions for the training of teachers should be established

Primary & Secondary education should be in Vernacular Language

The theory of downward filtration was scrapped
Responsibility of Mass Education was assumed by the government
Modern Education in India
Q. What were the Weaknesses of this system?
1. Purpose was not the Upliftment of Indians
It was meant to serve the cause of British Imperialism & Colonialism

2. Nature of Syllabus Mainly designed to Eulogise the Empire

3. Type of Education Mainly Humanities

Lack of Technical-Vocational Education
No job oriented education
4. Rural & Backward remote areas were neglected

5. Lack of Inclusivity
Only the rich and elite to go for higher studies
No women education
Modern Education in India
Development of Education- Phases
1.Magna Carta of Education
Charles Wood’s despatch of 1854
2. Hunter Education Commission (1882-83)
To review the Working of Charles Wood’s Despatch
Remarks confined to secondary & primary education
Responsibility of Primary education to be given to District &
Municipal Boards
Lesser government control over universities
Took notice of lack of female education
Modern Education in India
Development of Education- Phases
3. Indian Universities Act (1904)
Based on 1902 Releigh Commission recommendations
Senate fellows to be minimum 50 and maximum 100
Fellows nominated by the government
Lord Curzon
Government could veto regulations passed by the
senate
Appointment of lecturers, professors, the government’s approval
also became mandatory
Universities loosing their power
Q. Why this act?
Government wanted to control the nationalist feelings in educational
institutes
Modern Education in India
Development of Education- Phases
4. Governments resolution on Education Policy (21 Feb 1913)
Policy on removal of Illiteracy
No to Compulsory education
5. Saddler University Commission (1917-18)
School Course 12 Years
Centralised residential teaching universities encouraged
Special board of Women education in Calcutta University
Also recommended setting up of new universities
1921-26 Patna, Mysore, Benares, Aligarh, Dacca, Lucknow
Modern Education in India
Development of Education- Phases
6.Hurtog Committee (1929)

7. Wardha Scheme of Basic Education (1937)

Set up by provincial governments of Congress under Zakir Husssain

8. Sergeant Plan (1944)

Envisaged free and compulsary education between six and eleven
years of age

9.Radhakrishnan Commission (1948-49)

Question UPSC Pre 1997
15.Q. What is the correct chronological sequence of the following?

1. Wood’s Education Despatch (1854)

2. Macaulay’s Education Minute (1835)
3. The Sergeant Education Report (1944)
4. Indian Education ( Hunter Commission) (1882-83)
Answer: A
a. 2,1,4,3 b. 2,1,3,4

c. 1,2,4,3 d. 4,3,1,3