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Lord Ripon the then Governor-General of India appointed the first Indian
Education Commission on February 3, 1882 under the Chairmanship of Sir
William Hunter, a member of the Executive Council of Viceroy. So this
Commission is popularly known as Hunter Commission. The Government
desired that the commission should specially bear in mind the great
importance which the Government attaches to the subject of primary
education. Though the development of primary education was one of the
main objects contemplated by the Despatch, 1854, yet owing to the variety
of circumstances expected result could not be achieved in the field of
primary education.
The government clearly admitted the negligence of primary education and
so the Commission was directed to enquire particularly into the manner in
which effect has been given to the Despatch of 1854 and to suggest
measures as it may think desirable in order to the further carrying out the
policy there in laid down. Besides, the Commission was also required to
suggest ways and means by which the system of grant-in-aid could be
extended.
After considering the different aspects of education in general and primary
education in particular the Commission submitted its voluminous report
nearly of 700 pages with various important suggestions for the future
progress of education. A brief account of the recommendations of the
commission is given below. The Commission defined the indigenous
schools as one established or conducted by natives of India on native
methods, and recommended that the indigenous schools should be
developed, patronized and admitted into new educational pattern.
Indigenous schools imparting secular education should be recognized and
encouraged.
The system of payment by results should be followed for giving grant-in-aid
to the indigenous schools. Before going to give recommendation regarding
primary education the Commission defined it as the instruction of the
masses through the vernacular in such subjects as will fit them for their
position in life and be not necessarily regarded as a portion of instruction
leading up to the University.
The Commission recommends that:
I. In selecting persons to fill the lowest offices under Government.
Preference be always given to candidates who can read and write.
II. Extension of primary education in backward districts especially the areas
inhabited by aboriginal races.
III. Entrusting the District and Municipal Boards with the work of the
management of primary education. These boards were entrusted with the
supervision of primary education as a result of the Local self-Government
Act.
IV. Formation of school district taking the area of any municipal or rural unit
of Local self-Government and establishment of schools placed under their
jurisdiction in each district.
unfit to give useful education. Efficient teachers were not available to teach
modern Indian languages. To speak the truth the new system of education,
did not take due notice of cultural heritage of the country.
After the recommendations of the Hunter Commission, district boards and
local boards were entrusted for the expansion of primary education. The
rights and duties of these local boards were codified. With respect to
granting aid to local boards provincial Governments framed regulations.
This system adversely affected the indigenous institutions as there was
maximum control of the Government upon education.
Thus, by the end of the nineteenth century the indigenous system of
education almost went out of existence and the entire fabric of the system
was shattered to pieces. But the roots of the modern type of primary
education went deeper and deeper into the soil of the country.
The local boards increased their expenditure on primary education. But
consideration of the population of the country and the magnitude of
illiteracy the funds were quite inadequate for the acceleration of the pace of
primary education. Though there was vertical progress owing to good
teaching and effective supervision, but horizontally it proceeded at a snails
pace.
At the secondary level the private enterprise was much encouraged. During
the period the secondary education attained a high level of progress and
the number of schools rose from 3,916 in the year, 1882 to 5,124 in 1902.
However, all provincial Governments had included practical education in
some measures in the curricula. But the B course introduced in some
schools could not enjoy popularity. In 1902, when 23,000 candidates