EDUCATION POLICY OF BRITISH

The introduction of English education in India

1. Impact of Western Education: The advent of western education brought about

significant changes in Indian society, fostering new avenues of learning, literary
trends, and ideological shifts. While India had a rich literary and cultural tradition,
exposure to colonial culture and ideology led to a distinct reaction.

2. Early Initiatives: English education began in the 18th century with charity schools in
Calcutta, Madras, and Bombay, primarily for European and Anglo-Indian children. The
East India Company supported these schools but did not initially take direct
responsibility for educating the indigenous population until 1813.

3. Missionary Contributions: Missionary efforts, such as those by Schwartz's schools in

Tanjore and the Baptist Missionaries in Serampore, played a crucial role in modern
education before official intervention. Despite restrictions, missionaries like William
Carey and Joshua Marshman were enthusiastic about education and its potential for
proselytization.

4. Advocacy for English Education: Pressure from individuals like Charles Grant and
William Wilberforce led to a shift in Company policy towards education. Grant's
advocacy for English education gained traction with the Charter Act of 1813, marking
a significant milestone.

5. Establishment of Fort William College: Lord Wellesley established Fort William

College in 1800 for training civil servants, showcasing early efforts in Western
education. Despite its closure in 1802, it laid the groundwork for future initiatives.

6. Charter Act of 1813: This legislation allowed missionaries to travel to India and
allocated funds for the encouragement of learning and the promotion of scientific
knowledge among Indians. It marked the formal beginning of Western education in
India.

Missionary and Individual Activities

1. The beginning of English education can be traced only to the early 19th century. Before
that the efforts made by the missionaries or by individuals were very limited in nature.
Christian missionaries and European individuals like David Hare started opening
schools in all parts of India, where English became the medium of instruction.
1. We may mention in this connection Schwartzs schools in Tanjore, Ramnad and
Shivganga, the Baptist Missionaries in Serampore, the London Mission Society, the
American Methodists in Bombay, etc. They had pioneering contribution in modern
education.
2. These missionary activities and the mounting pressure by some Englishmen like
Charles Grant and William Wilberforce compelled the Company to give up its policy
of non-intervention in education.

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Oriental-Anglicist Controversy

Orientalist Approach:

1. Patronage of Oriental Learning: Company officials initially supported oriental

learning, with some Englishmen genuinely interested in promoting it. Examples
include the establishment of the Calcutta Madrasa by Warren Hastings, the Benares
Sanskrit College by Jonathan Duncan, and the Asiatic Society of Bengal by William
Jones.

2. Interest in Classical Tradition: Orientalists argued that Indians might reject Western
knowledge due to a prevailing prejudice against it. They were also interested in
exploring India's classical tradition and culture.

3. Practical Considerations: Orientalists aimed to teach British officials local languages

and culture to improve administrative efficiency, leading to the founding of Fort
William College in Calcutta in 1800.

4. Development of Relations: Another motive was to foster friendly relations with

indigenous elites and understand their culture, exemplified by the establishment of
the Calcutta Madrasa and Benares Sanskrit College. However, these early efforts
faced limited success.

5. Opposition: The Orientalist approach faced opposition from various groups in England,
including the Evangelicals, Liberals, and Utilitarians.

Anglicist Approach:

1. Promotion of Western Learning: Prominent Anglicist Thomas Babington Macaulay

advocated for the promotion of Western learning through English language as the
primary objective of education policy in India.

2. Utilitarian Criticism: James Mill, a chief advocate of Utilitarianism, criticized Indian

religion and culture, emphasizing the need for Western education alongside
legislative and administrative reforms.

3. Evangelical Influence: Evangelicals, such as Charles Grant and William Wilberforce,

believed in the superiority of Christian ideas and Western institutions.

4. Missionary Agenda: Missionaries supported the introduction of English education in

India to gain access to indigenous society, propagate new cultural values, and
facilitate conversions to Christianity.

5. Education as a Remedy: Anglicists believed that Indians were in a backward stage

and that Western education delivered through English language was the solution.
They advocated for educating a select group of individuals who would then spread
education to the broader society.

Indian Response

The response of Indians to this debate over education policy was a mixed one.

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 1. Ram Mohan Roy and others favoured introduction of Western education with the belief
that it would help Indians to assimilate the knowledge of western science,
rationalism, new ideas and literature. This would help in the regeneration of the
country.
2. Some other people believed that knowledge of Western education, specially the
knowledge of English, would help them in getting jobs and coming close to the ruling
elite. So they were in support of Western education.
3. In opposition to this there were many conservatives who were staunch supporters of
Indian classical language and culture. They had the apprehension that introduction of
Western education would lead to the collapse of indigenous society and culture.

The Verdict

 The Charter Act of 1813 facilitated missionary travel to India and allocated funds for
the encouragement of native learning and the promotion of scientific knowledge.

 Orientals, led by HT Prinsep, gained support from Minto and dominated the General
Committee of Public Instruction, focusing on Indian classical literature and sciences.

 Anglicist influence rose following criticism from Raja Ram Mohan Roy and the
appointment of Utilitarian reformer William Bentinck as Governor General in 1828.

 Thomas Babington Macaulay's appointment as Law member in 1834 signaled a shift

in favor of Anglicist views.

 Macaulay's 1835 Minute on Indian Education advocated for English education in

European literature and sciences, targeting the upper classes rather than the
masses.

 William Adam's proposal for vernacular instruction was dismissed, while English
officials collaborated with Indian reformers to establish educational institutions.

 Initiatives like Thomason's vernacular primary schools and Bethune School,

supported by the President of the Council of Education in Calcutta, aimed to expand
education in India.

Woods Dispatch

1. The next major landmark in the development of English education in this period was
the Wood’s Despatch of 1854. Sir Charles Wood, the president of the Board of Control,
in 1854, laid down the policy which became the guiding principle of the education
system of the government of India. It is referred as Magna Carta of English Education
in India.

2. Major recommendations:

a. For higher education English language was the most perfect medium and for
lower it was to be vernacular.
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 b. It proposed the setting up of vernacular primary schools in the villages
followed by Anglo vernacular high schools and an affiliated college at district
levels.

c. It recommended system of grant in aid to encourage and foster private

enterprise in the field of education.

d. A department of Public Instruction under the charge of each of the five

provinces was to review the progress of education.

e. Universities on the model of London University were proposed for Calcutta,

Bombay and Madras. It came into existence in 1857.

f. Emphasised the importance of vocational instruction and the need for

establishing technical schools and colleges.

g. Teachers training institutions were also recommended.

h. It also advocated for women education.

3. For over five decades, the concepts and methods advocated in Wood's Despatch
dominated the discipline. During the same time period, India's educational system
underwent a fast Westernization. The indigenous school system progressively gave
way to the Western school system. During this time, the majority of educational
institutions were managed by European headmasters and principals under the
Education Department.

Hunter Commission

1. In 1882 government appointed a Commission under WW Hunter to review the

progress of education in the country since the Despatch of 1854. The commission
was not enquire into the general working of the Indian Universities. Thus the
recommendations were largely limited to secondary and primary education.

2. Major recommendations:

a. The report said that it is desirable that whole of India should be literate and to
ensure that it recommended special funds to be set apart particularly for the
education of backward communities.

b. It called for improvement of primary education and it was transferred to newly

set up District and Municipal Boards. The local Boards were empowered to
levy cess for education purposes.

c. For secondary education, it created two divisions – one leading to universities

and other to vocational careers.

d. It encouraged private grants in education.

e. Spread of women education including those who are outside presidency.

3. Secondary and higher education grew and expanded at an unparalleled rate in the
twenty years after the commission's recommendations. Another significant
development was the establishment of teaching-cum-examining universities. Punjab
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 University was established in 1882, while Allahabad University was established in
1887.

Indian Universities Act 1904

 Lord Curzon believed in the importance of aristocratic lineage and English education
in fostering loyalty to the Government and the Empire in India.

 In 1901, Curzon organized the first All India Conference of Directors of Public
Instruction and university representatives in Simla.

 The appointment of Sir Thomas Raleigh in 1902 led to the establishment of a

commission to assess Indian universities, resulting in the Indian Universities Act of
1904.

 The Act increased official control over universities, granting government officials
power over college affiliation and setting minimum college fees.

 Gurudas Banerji, the sole Indian member of the Commission, disagreed with its
recommendations.

 Critics, including Gokhale, opposed the Act, citing concerns about centralization and
loss of university autonomy. The Sadler Commission of 1917 echoed these criticisms.

Saddler Commission, 1917-19

 In 1917 Government of India appointed a Commission to study and report on the

problems The Sadler Commission of 1917, including Indian members Ashutosh
Mukherji and Ziaud-din Ahmad, reviewed the entire education system from school to
university level, submitting its report in 1919.

 Unlike previous commissions focusing solely on secondary or university education,

the Sadler Commission addressed the entire spectrum of education.

 It recommended a 12-year school course, with students transitioning to university

after passing the Intermediate examination. Intermediate colleges were proposed,
and the establishment of a Board of Secondary and Intermediate Education was
suggested.

 The duration of the graduation course was limited to 3 years.

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  A specific Women Education Board at Calcutta University was proposed to promote
female education.

 The Commission advocated for reduced rigour in university regulations to facilitate

smoother progression for students.

 Between 1916 and 1920, seven new universities were established, including Mysore,
Patna, Banaras, Aligarh, Dacca, Lucknow, and Osmania. The Government of India
recommended the Sadler Report to provincial governments in 1920.

Hartog Committee, 1929

The quantitative increase of education led to deterioration of quality and lowering of

standards. There was considerable dissatisfaction with the educational system. In 1928 the
Simon Commission appointed a sub-committee under Sir Philip Hartog to review the state
of education in India.

1. Emphasised the importance of primary education. It recommended policy of

consolidation and improvements.

2. For secondary, after middle stage (class 8) students should have option to opt for
diversified career leading to industrial and commercial careers; instead of mindlessly
going for colleges.

3. Improvement in university network.

Wardha Scheme of Basic Education, 1937

1. The congress party came to power in 7 provinces. It organised National Conference

on Education in 1937 at Wardha. In 1937 Gandhi published a series of articles in his
paper, The Harijan, and proposed a scheme of education called Basic Education,
better known as Wardha Scheme. The principle was ‘learning through activity’.
2. The Zakir Hussain Committee worked out details of the scheme and prepared detailed
syllabi for a number of crafts and made suggestions. It envisaged a 7 year course
(free) through the mother tongue of the students.
3. The outbreak of war in 1939 and subsequent resignation of congress led to the
postponement of the scheme.

Sergeant Plan of Education 1944

1. However, in 1944 the Central Advisory Board of Education drew up a national scheme
of education, generally known as the 'Sergeant Plan'. It prepared a plan of Post War
Educational Development in India which was estimated to cost Rs.300 crores. The
plan intended to take the stage of educational progress in India to the level which had
already been attained in countries like England and the U.S.A. in a span of 40 years.
2. This plan envisaged the establishment of elementary schools and high schools and
introduction of universal free and compulsory education for children between 6 and
11. A school course of 6 years for 11 and 17. The high schools were to be of two types

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 – academic and technical. It recommended abolition of intermediate course and
addition of an extra year in high school and college stage.

Radhakrishan Commission, 1948-49

The main recommedation were:

1. Pre university education should be of 12 years.

2. Three objectives of higher education: General education, Moral education and
professional education.
3. No need of graduation for administrative services.
4. There should be a University grants commission; it was constituted in 1953.
5. Education should be included in concurrent list.

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