Scribd
Upload
47 views

Assignment - Muqeem

- Under British rule in India, several educational institutions were established including the Calcutta Madrasah in 1781, Sanskrit College in 1791, and Fort William College in 1800. - The Charter Act of 1813 directed funding for Indian learning. This led to debates between Orientalists, who supported traditional Indian studies, and Anglicists, who favored modern Western education. - Lord Macaulay's 1835 Minute settled this in favor of the Anglicists and English-medium instruction. Subsequent commissions addressed expanding education, especially at the primary level in vernacular languages.

Uploaded by

Haseeb Roy
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
47 views

Assignment - Muqeem

- Under British rule in India, several educational institutions were established including the Calcutta Madrasah in 1781, Sanskrit College in 1791, and Fort William College in 1800. - The Charter Act of 1813 directed funding for Indian learning. This led to debates between Orientalists, who supported traditional Indian studies, and Anglicists, who favored modern Western education. - Lord Macaulay's 1835 Minute settled this in favor of the Anglicists and English-medium instruction. Subsequent commissions addressed expanding education, especially at the primary level in vernacular languages.

Uploaded by

Haseeb Roy
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 13

ASSIGNMENT

Development of Education
In British Period

Course: Foundation of Education


 Submitted to: Miss Rubab Nawaz

 Submitted by: Muqeem Hussian


UNDER COMPANY RULE
The Calcutta Madrasah was established by Warren Hastings in 1781
for the study of Muslim law and related subjects.

 The Sanskrit College was established by Jonathan Duncan, the


resident, at Benaras in 1791 for study of Hindu law and philosophy.

 Fort William College was set up by Wellesley in 1800 for training of


civil servants of the Company in languages and customs of Indians
(closed in 1802).

 Charter Act of 1813:

 In corporated the principle of encouraging learned Indians and


promoting knowledge of modern sciences in the country.
CONTINUE…

The Act directed the Company to sanction one lakh rupees


annually for this purpose(not till 1823).Government also set up
three Sanskrit colleges at Calcutta, Delhi and Agra.
ORIENTALIST - ANGLICIST
CONTROVERSY:
 Anglicists argued that the government spending on
education should be exclusively for modern studies.
 Orientalists said while Western sciences and literature
should be taught to prepare students to take up jobs,
emphasis should be placed on expansion of traditional
Indian learning.
 Even the Anglicists were divided over the question of
medium of instruction- one faction was for English
language as the medium, while the other faction was for
Indian languages (vernaculars) for the purpose.
LORD MACAULAY'S MINUTE (1835):

Lord Macaulay's Minute settled the row in favour of


Anglicists-the limited government resources were to be
devoted to teaching of Western sciences and literature
through the medium of English language alone.
 Lord Macaulay held the view that "Indian learning was
inferior to European learning" and wanted to create a
class of people who were.
 'downward filtration theory' - "Indian in blood and
color but English in tastes, in opinions, in morals and
in intellect"
JAMES THOMSON:
 James Thomson, lieutenant-governor of NW Provinces (1843-
53), developed a comprehensive scheme of village education
through the medium of vernacular languages.
 • The purpose was to train personnel for the newly set up
Revenue and Public Works Department.
 Wood's Despatch (1854): "Magna Carta of English Education
in India"--• It asked the government of India to assume
responsibility for education of the masses, thus repudiating the
'downward filtration theory', at least on paper.
 It systematized the hierarchy from vernacular primary schools
in villages at bottom, followed by Anglo-Vernacular High
Schools and an affiliated college at the district level, and
affiliating universities in the presidency towns of Calcutta,
Bombay and Madras.
CONTI…
 It recommended English as the medium of instruction for
higher studies and vernaculars at school level.
 It laid stress on female and vocational education, and on
teachers' training.
 It laid down that the education imparted in government
institutions should be
DEVELOPMENTS:
 In 1857, universities at Calcutta, Bombay and Madras
were set up and later, departments of education were set
up in all provinces.
 • The Bethune School founded by J.E.D. Bethune at
Calcutta (1849) was the first fruit of a powerful movement
for education of women which arose in 1840s and 1850s.
 An Agriculture Institute at Pusa (Bihar) and an
Engineering Institute at Roorkee were started.
 Hunter Education Commission (1882-83):

 In 1882, the Government appointed a commission under


the chairmanship of W.W. Hunter to review the progress
of education in the country since the Dispatch of 1854.
CONTI…
 It emphasized that state's special care is required for
extension and improvement of primary education, and
that primary education should be imparted through
vernacular.
 It recommended transfer of control of primary education
to newly set up district and municipal boards.•
 It recommended that secondary (High School) education
should have two divisions- literary-leading up to
university, vocational-for commercial careers
• SADDLER UNIVERSITY COMMISSION
(1917-19):
 • The commission was set up to study and report on
problems of Calcutta University but its recommendations
were applicable' more or less to other universities also.
 • School course should cover 12 years. Students should
enter university after an intermediate stage (rather than
metric) for a three-year degree course in university.
 This was done to

 (a) prepare students for university stage;

 (b) relieve universities of a large number of below


university standard students; and
 (c) provide collegiate education to those not planning to
go through university stage
DEVELOPMENT OF VERNACULAR
EDUCATION:
 1835, 1836, 1838 William Adam's reports on vernacular
education in Bengal and Bihar pointed out defects in the
system of vernacular education.
 1843-53: James Jonathan's experiments in North-West
Provinces, as the lieutenant-governor there, included opening
one government school as model school in each tehsildari
and a normal school for teachers' training for vernacular
schools.
 1853: In a famous minute, Lord Dalhousie expressed strong
opinion in favor of vernacular education.
 • 1854 Wood's Despatch made the following provisions for
vernacular education, Improvement of standards, Supervision
by government agency, Normal schools to train teachers.
Conti….
•1854-71: The government paid some attention to secondary and vernacular
education. The number of vernacular schools increased by more than five-
fold.

• 1882 The Hunter Commission held that State should make special efforts
for extension and improvement of vernacular education. Mass education was
to be seen as instructing masses through vernaculars.

•1904 Education policy put special emphasis on vernacular education and


increased grants for it.“

•1929: Hartog Committee presented a gloomy picture of primary education.

•1937: These schools received encouragement from Congress ministries


DEVELOPMENT OF TECHNICAL
EDUCATION:
 The Engineering College at Roorkee was set up in 1847;
 The Calcutta College of Engineering came up in 1856.

 In 1858, Overseers' School at Poona was raised to the status


of Poona College of Engineering and affiliated to Bombay
University.
 Guindy College of Engineering was affiliated to Madras
University. Medical training started with establishment of a
medical college in Calcutta in 1835.
 Lord Curzon did much to broaden the whole basis of
professional courses-medicine, agriculture, engineering,
veterinary sciences, etc.
 He established an agriculture college at Pusa which acted as
a parent institution of similar institutions in other provinces.

You might also like