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    26 vizualizări4 pagini

    MIH - Education in India

    Încărcat de

    Ashwani Rana
    adad

    Drepturi de autor:

    © All Rights Reserved
    Descărcați ca PDF sau citiți online pe Scribd
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    Historical Article. CULTURAL ENCOUNTER AND EDUCATIONAL CHANGES IN MODERN INDIA Dz. K.K Sharma As a result of the English education, Indian Litérature was translated into English, which provided the people with the opportunity to know their past history & literature; the British also got to know about the ancient Indian traditions & literature. Introduction of Western Edu- Adam, inhis capacity asthe tem- society, the missionaries had to start cation and Role of the Modern porary Governor General, constituted vocational schools and to secure Se 3 tenmember general committee for employment under Governments looking into public instruction. H.T. The work of ‘Serampore Tri’ and By introducing the moder edu- Princes and HH. Wilson were ts wo “Danish Mission’ in Madras are note- cation in India, the British brought prominent members. They were given worthy. Prior to 1765, the attitude of India in contact with the science and some amount deposited forthis pur- the East India Company was gene- social studies. The arrival of the pose and were given the authority to rally favourable to missionary enter- Europeans in India is considered to spend one lakh rapees annually on prise, but a change began 0 come be the commencement ofthe modern the development ‘of education in sbout as soon asthe company became education, Among the French padres India. The committee faced two prob politcal powerin India. ‘who cameto India Francs Xavier was lems. First what should be theform Basically institutions for impart- the most prominent. He opened here of education and second, who should ing education, these mee aso peed many schools; opened colleges in be imparted instruction. The persons jo° the spread of Choistamty, bet Bombay and Gos, where the teaching having Wester education dominated {or "ve SPread of Christianity. Pat wa inpaned boule Chisiaite arene Meee mat, very Few of the students eoled in Portuguese grammar, music, and India in 1834 asthe law advisor in the | hese uuore (0; Geting modem logic, ete. Padre, named Robert De Council of Governor General was Siu "aee opens ofthe minone: Nobili also established many educa- followed by various changes in the BU’ yur qeeughscliginus comers tional institutions. The Dutch opened educational policy. Even before the Sone they played an enportant role some schools in Cinsura and Hugliof British dominance the Christan mis- Son tne Pie gegen otersion, Bengal. The French also opened many sionaries had started the spread of | f"Barin te madem euseation, schools in Chandranagar, Mahe, modem education. Boe cos tameeeee et Yanam, Karokal and Pondicherry. rhe fet and a Seer The Danes established missionary axissionaries was, t0 convert people in India. They had settled in Calcutta stholsatScrampurnenrCaletaand Me Christal and oto clare withthe cee of deliang St mer yenar seg tens De Cane the masts. The carly converts to ie for imparting edcaton and for and Jijenvel—taught there. Dr. aire. Cistianity were generally literate, the spread of social reforms under and Marshman developed and as reading the Bible’ was held some liberal organizations. Hare and Seramp aor be essential for salvation the mission- Macaulay were of the view that the — aris were required to establish young men once get educated: they Emergence of the Modern schools in order to teach the new would convert to Christianity also. Education converts to read and write. In order Macaulay had written in his letter the sectamorphosis of tedian © 81 them a living and astatusin sent this father, “Te is my fem faith Education system was not ‘volution- ere a ee oan Political Organization Founded Before 1857 ‘testtube body’ brought up and looked after in a specific environment with an eye to the needs of British lism and consequent Indian ‘drain’. This is the exact ‘modality’ of a colonial education system on which almost all the modern historians | ean carat | Demi ak ogee | eens ea. = ee Kise 4. | Bombay Association | JagannathShankar | Mumbai 1852 AD. agree. In other words, the system |= | | ised on the philosophy of “control | 5 | Madras Native Assoca-| — Madras | 1852AD. mechanism”, rather than “social nt | change-development scheme: British india ‘Caloutia | 1844 AD. Pratiyogita Darpan/ July /2006/75/6 “ea! success is nding your lfework in the work tht you love” 10. n, 2 Prominent Newspapers Published Before 1857 Newnes Founder Place [Language | Year Magazines | Bengal Gazette | J. Hilky Calcata | Engish | 1780. Bengal Gazette | Gangadhar Calcutta | English | 1816.4. Bhattacharya | Samachar Darpan | Marshamen Cateuta | Bengai_| 1818.4. Digdarshan | Marshamen | Caleata_ Bengali | 1921 AD. Samvad Kaumudi| Raja Ram Mohan| Calcutta | Bengali_| 1821 AD. me Miratul Akhabar | Raja Rem Mohan | Calcutta | Persian | 1822.AD. Roy | Bombay Frain | Mumbai | Gujrat | 1822.0. Samachar | Bangadatta | Dwarikanath | Calcutta | Bengali_| 1850.4. Tagore Prasanna Tagore JameJamshed | P.M.Motivala | Mumbai | Persian | 1851 AD, Rafta-Gotar | Dadabhai Neuro | Mumbai | Gujarati | 1851 AD. SatyaPrakash | Kamaldas Moolji | Ahmedabad | Gujarati | 1852.AD. Hindu Patriot | Harish Chandra | Caleuta | English | 1853.AD. Mukhari Girish Chandra Ghosh that if our education plan worked in its right direction, not even a single idolater would be left in the noble {families of Bengal 30 years hence.” ‘The Indian youth were attracted towards the English education with their eyes on employment in the English Company. William Bentinck had in fact started employing edu- cated Indians on the lows appoint- _ments with view to effect economy in the expenditure of the Company. In 1844 Lord Hardinge took the decision that only the Indians having studied in the English medium would be given appointments under the Com- pany. This policy motivated many a Indian to get English education. During the period of Lord Dalhousie, there was a great spurt in the Western education in India. Most of the Indians had been brought under the fold of Englisheducation by that time, ‘There was huge requirement of the educated manpower to run the ‘widely spread English administration; and it was not possible to fill these posts by direct recruitment from Britain, therefore, it became necessary to open new schools and colleges in India to create an educated class for absorption in the British administra- tion. At first the British occupied the higher posts and the subordinate ones ‘were given to the Indians. The pros- pects of getting employment in the British-run industries and companies provided an incentive to the youth to ‘get educated. After the acceptance of the English sovereignty, the economic condition ofthe indigenous kingdoms had become weak; therefore, the aid given to the Indian schools was also stopped. The newly opened schools ‘were given more and more patronage with view to please the English masters, Another reason for switching over to the modern edu ication was that the people who had studied Sanskrit did not see any future for them, and hence, the English schools also attracted them. 31000 English books published by the School Book Society were sold out within two years, whereas equal number of the Sanskrit and Arabian books took three 3. | Vedanta College ‘Young Bengal Me Pratiyogita Darpan/ July /2006/76 Prominent Social Institutions Founded Before 1857 4. | Tatvabodhini Sabha 5. | Adibrahma Samaj 6. | Manav DharmaSabha | Mahataji_—-Durgaram| 1844 AD. Sangharam| 7. | Rahanurai Maayasan | Dadabhai Naw joverent ‘years for selling out: their sale pro- ‘ceeds were hardly able to meet the ‘expenditure incurred on account of the rent for stocking and storage of these books, let aside the cost of their printing, etc. Many Indian leaders ‘were also in favour of the English education. Public Education Com- mittee was constituted in Bengal in 1823 AD, which made a plan to open a Sanskrit college in Calcutta. Raja Ram Mohan Roy opposed it more than anybody else. He wrote a letter to Lord Amherst on December 11, 1823 and advocated the setting up of institutions to impart Western educa- tion in useful sciences, liberal arts and philosophy in preference to Sanskrit schools than “can only be expected to load the minds of youth with gram- ‘matical niceties and metaphysical distinctions of little or no practical use to society.” With the efforts of Hare, however, the Hindu College ‘wasestablished in Calcutta in 1817 AD; later on this college became famous as the Presidency College in 1854, In the beginning, although, Brahmo Samaj, Ramakrishna Mission, Agarkar, Maganbhai Karve, Tilak, Gokhale, Malviya, Gandhi and the other people were against the English education, but later on, when they understood its importance in view of the social changes taking place, they all started supporting it. The English were of the view that the English culture was the best culture in the world, therefore, they thought, the ‘more spread of the English education ‘would beas much beneficial for them. The British also believed that the Indians educated in English would become strong supporters of the British imperialism. The politica necessity of the British capitalism and Raja Ram Mohan Roy | 1828 AD. Raja Ram Mohan Roy | 1825 AD. Raja Ram Mohan Roy | 1825.AD. Devendranath Tagore | 1839 AD. Keshav ChandraSen | 1864 AD. iS.S. | 1851 AD. Bengali, Furdoonji Nauroj Henry Vivian Derojio | 1828 A.D. the recognition of the supremacy of the British culture also played impor- tant role in the establishment of the British education in India. Macaulay was of the view that the Indian education system lacked the literary and scientific touch. He, therefore, opposed the Sanskrit and Arabic as the medium of instruction. ‘According to him, “a single shelf of 2 {good European library was worth the whole native literature of India and Arabia.” Macaulay's main objective was to create a class, which could be Indian in blood and flesh, but would bbe English, intellectually. Macaulay ‘became a legislative member in the ‘Council of Governor General, which ‘was the time when Bentinck decided the policy on the English education. Initial Stages of the English Education In the early stages, the middle ‘lass Hindus benefited through the ‘medium of the English education, but the English education had such an influence that most of the Indians started respecting the English langu- age giving credence to what the British thought, and there was a com- pplete change in the thought process. Catholic ‘Liberation Act (1829). Reforms Bill (1832), Removal of Slavery (1833), and the new nourish- ‘ment of the poor Act (1834) were all the products ofthe Western education ‘only. The period prior to 1857 AD is termed as the period of experiments in the field of education, since this period was dominated by the experi- ‘ments rather than the achievements. Under the Charter Act of 1813 AD, the rules about education were not clear, therefore, there were discussions and controversies about the objectives of the education, medium of instruction, education system, and the manage- ‘ment of the educational institutions, etc. The educated lot wanted to patro- nize the indigenous schools, whereas, there were the others who supported the missionary efforts. In the north- ‘western province Thompson tried to build an educational system based on the indigenous schools, on the other hand, in Bombay, the government schools were being established in place of the indigenous schools, where the medium of instruction was the Pratiyogita Darpan/ July /2006/77 ‘mother tongue, whereas the English ‘was the medium of instruction in Bengal. A Normal school was opened jn Agra, and Saint Johns College was established. The Banaras College was established by Thompson in 1853 AD. The schools were opened in 1853 AD in Lahore and Amritsar for providing. English education. In the Hindu College of Calcutta the subject of law ‘was introduced in 1842 and Engineer- ing in 1844 AD. A High School was established in Madras in 1841 and College was established there in 1852 AD. ‘The period, between 1813 and 1853, may be described as a period of controversies rather than of achieve- ments. This was partly due to the makers ofthe Charter Act of 1813 who contented themselves by stating the objectives of the education policy in India. The objectives were—(i) The revival and improvementof literature, (Gi) The encouragement of the learned natives of India and (ii) The introduc- tion and promotion of a knowledge of sciences among the inhabitants of British territories in India. But they gave no direction regarding the ‘method’ to be employed to secure these objectives. ‘On the report of the committee constituted by the English Parliament, Educational dispatch was issued in 1854 AD. Sir Charles Wood was the president of the Board of Control. ‘The Wood's dispatch of 1854 set these conflicts at rest for the time being by declaring that the main ‘objec’ of the ‘education system was to spread ‘western knowledge’ and ‘science’, although it was desirable to grant some encouragement to oriental learn- ing at the collegiate stage. Under the provisions of this dispatch, the universities were opened in Calcutta, ‘Bombay and Madrasin 1859 AD. The Indian education, thus, was provided the legal form. This Educational Dispatch of Charles Wood is also known as the ‘Magna Carta of English ‘Education in India” Spread of Education (1854- 1885 AD) Charles Wood's Educational Dispatch outlined a comprehensive plan for the spread of education among the masses. After 1870 AD, “There is only one suscess—to bo able to spend education was made the state subject through the financial decentralization, but the provincial governments failed to give much attention towards the primary education. but there was overall progress in the field of educa- tion between the period from 1871 and 1882 AD. The number of primary schools which were 16473 in 1870-72 [AD rose to 82916 in 1881-1882 AD. Many private scnools were also ‘opened in the various parts of the country. The Presidency Colleges of Calcutta and Madras, University College of Lahore, Central College of Allahabad and Government College of Ajmer, etc, were the main colleges opened | by the government. The Vidyasagar and City Colleges of Caleutta, St. Joseph College of Agra, ‘Mohammedan Anglo Oriental College of Aligarh, Canning College of Lucknow, The Foreman and Achison College of Lahore, Mayo College of Ajmer, Daily College of Indore, Pachchaiyappa College of Madras, and the Maharaja Colleges of After 1870 AD, some of the well- educated Indian started qualifying LCS. examinations, therefore, on the one hand the English Government reduced the maximum age limit for sitting in such examinations, on the other hand, it started paying more attention towards the primary educa- tion instead of the higher education. Women Education In his Educational Dispatch, Charles Wood had recommended to pay more attention towards the ‘women education in India, but he had not mentioned that the responsibility for the spread of women education should be taken up by the govern- ‘ment; a5 a result the pace of women ‘education in India remained very slow, although many schools were ‘opened in the provinces like Bombay. Madras, Bengal and the northwest provinces for the education of the ‘women. Raja Ram Mohan Roy and the ‘Arya Samaj played an important role in this direction. Spread of Muslim Education The establishment of the Com- pany Government in India gave birth fo Muslim's opposition to the English education; they sensed the English education anti to their religion. The Muslim community remained deprived of the English education in general, but after the 1857 revolt, they also paid their attention towards it. On the orders of Lord Mayo, the Indian government passed a resolu- tion on 7 August, 1871 AD, making English education for the Indian Muslims also. ‘The Muslims also felt that they were lagging behind others owing to the lack of English educa- tion. ‘Sir Syed Ahmad Khan played fan important role in motivating the “Muslims to take the study of English. He wns the one who established the ‘Mohammedan Anglo Oriental College in Aligarh in 1875 AD, which, in the Jong run, was converted to Muslim University. Between 1885 and 1902, the spirit of nationalism was growing slowly and there was a real conflict between the British bureaucracy on the one hhand and educated Indian inteli- gentsia. On the other, the educated Indians claimed that it was they who represented the “ignorant, illiterate and dumb millions of India.” While Lord Curzon derived it by saying that the responsibility rested on the British Indian Bureaucracy. The conflict between these two school of thoughts ‘was fought over the ‘Raleigh Com- ‘mission’ of 1902 and the ‘University ‘Act of 1904’ which resulted in the victory for the protagonists of the “theory of control’ and ‘importance of quality’ With the introduction of provin- cial autonomy and the victory of congress in seven provinces out of eleven turned a new page in the history of education in British India. Larger funds were made available for ‘education, the Wardha scheme of edu- cation was introduced and a great filip was given to the physical and ‘vocational education. These experi- ments were abruptly ended due to the beginning of Second world war. The subsequent years uptill 1947 were dominated by intense political agita- tion which left no time for further educational reconstruction. The with drawing of the British, on 15 August, 1947 from India closed the era of Indian educational history during British period, Pratiyogita Darpan/ July /2006/78 Western Education and its Advantages/Disadvantages ‘The new educational system had no restrictions or reservations on the basis of caste, creed or religion: it was open to all, therefore, it spread speedily. In other words, itmay be said that it gave birth to secular education. The Western education ‘brought change in the mentality of the people; they started having less faith in the superstitions and fatalism. Professor Karve opened Indian Women University in Pune in 1916 AD. The customs, which were impedi- ments in the progress of the women, started disappearing, The spread of new education helped the women raise their voice against the social evils like casteism, taboo against the widow marriages, and untouchability, etc. The western education enhanced the knowledge of the public; and the study of the western literature aroused the sense of nationality. The modern education acquainted the Indians with the views of the western philosophers, and they became aware about their independent existence also. ‘There is no doubt that the Indian society learned a lot through the ‘modern education, but its spread also gave birth to some ill effects. The ‘most fatal among suchills was mutual enmity among the Hindus and Muslims. ‘The gap between the two communities started widening day by day, and it created many problems in the national movement at a later stage, It cannot, however, be justified to state that the Indian national move- ‘ment was the result of the modern education, and the sense of nationality among the Indians was the gift of the English education. In fact, if the national movement had been limited to the people qualified in English, it would never have become a public movement, however, the English education had its indirect influence, because it brought awareness among the masses about the western political life, and gave them the willpower to fight for their rights. = HISTORY OF THE MONTH JULY MONTH, 1947 YEAR | July Independence of India Bill passed. British Parliament passes the India Independence Act & fixes August 15 for the transfer of power. July 5 Larry Dobby signed with the ‘Cleveland Indians, becoming the first black baseball player in the American League. July 13 Two Boundary Commissions under Sir Cyril Radcliff were appointed to Demarcate the boun-

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