Development of Education

1.Under Company Rule

• Early Institutions (Calcutta Madrasah, Sanskrit College at Benaras, Fort William College)Importance 4/5UPSC 2018, 2020
  Who set up each of these three institutions, where and in which year? Remember what was studied at the Madrasah and the Sanskrit College, and why Fort William College was started.
• Purpose of the Early Institutions and the Pressure for Western EducationImportance 2/5
  Why did the Company support classical learning at first? Think about the practical needs of its administration. Then learn who pressed for Western education and why, and how the motives of enlightened Indians and missionaries differed. What part did the Serampore missionaries play?
• Education Provision of the Charter Act of 1813Importance 4/5UPSC 2018
  What did the Charter Act of 1813 ask the Company to do for education, and what yearly sum was set aside? Remember the year the money was actually made available. Understand what caused the delay.
• Hindu College (Calcutta College, 1817) and the Government Sanskrit CollegesImportance 3/5UPSC 1996, 2009
  Which Indian efforts led to the setting up of the Hindu College (also called Calcutta College), and what did it teach? Remember the Indian leader linked with it. Also know where the government set up its three Sanskrit colleges.
• Orientalist and Anglicist PositionsImportance 3/5UPSC 2018
  In which body did this dispute arise? What did the Orientalists and the Anglicists each want the government to spend on? Be clear about how the Anglicists split over the medium of instruction. Understand the confusion between a language as a medium and as a subject of study.
• Macaulay's Minute and Its OutcomeImportance 4/5UPSC 1997
  Which side did Macaulay's Minute favour? Remember the medium of instruction and the kind of learning it supported with government money. Understand Macaulay's view of Indian learning, and what the policy did to schools and to mass education.
• Downward Filtration TheoryImportance 4/5
  What is the downward filtration theory? You should be able to explain which class was to be educated, what role it was to play, and how knowledge was meant to reach the masses. Remember the well-known phrase used to describe this class.
• How Modern Ideas Actually Reached the MassesImportance 2/5
  Through which channels did modern ideas reach ordinary people, even when education did not? Explain the two sides of modern education: how it helped nationalists, and how its content and structure still served colonial interests.
• Thomason's Village Education Scheme in the NW ProvincesImportance 2/5
  Remember the officer's post, the region and the period of this scheme. Know the language used in the village schools, the practical subjects taught, and the departments for which staff were being trained.
• Wood's Despatch and Its Famous LabelImportance 3/5UPSC 1996
  Who prepared the Despatch, in which year, and by what label is it widely known? Understand why it is seen as a landmark. How did it go against the downward filtration theory, at least on paper?
• Recommendations of Wood's DespatchImportance 5/5UPSC 1997, 2003, 2018
  What were the main recommendations of Wood's Despatch? Remember the ladder of institutions from village schools to universities, and the towns that got universities. Be clear about the medium of instruction at each level. Learn its stand on women's education, vocational education, teachers' training, religion in government institutions and help to private effort.
• Developments After Wood's DespatchImportance 3/5UPSC 1996
  Which universities were set up in 1857, and what new bodies were created in the provinces? Remember the Bethune School, which came earlier, out of the women's education movement of the 1840s–50s. Know its founding year and Bethune's part in girls' schools. Understand how the Despatch shaped education for the next five decades.

2.After the Crown Takeover

• Background to the Hunter CommissionImportance 2/5
  Why did primary and secondary education suffer further after education moved to the provinces in 1870? Remember who chaired the 1882 commission, and what it was asked to review.
• Recommendations of the Hunter CommissionImportance 4/5UPSC 1997
  Learn the commission's recommendations on primary education (state care and medium of instruction), on who should control primary schools, on how secondary education should be divided, and on female education.
• Expansion After the Hunter CommissionImportance 2/5
  What growth followed in secondary and college education over the next two decades? Remember which universities were set up in 1882 and 1887. What kind of universities were they: examining only, or teaching-cum-examining?
• Raleigh Commission (1902)Importance 3/5
  Why did universities come under scrutiny in the early 1900s? Understand the official view and the nationalist view. Remember what the Raleigh Commission was asked to examine, and which levels of education it could not report on.
• Provisions of the Indian Universities Act, 1904Importance 4/5
  What were the five provisions of the Act? Cover the new focus for universities, the fellows (number, term, nomination), the government's powers over senate regulations, the conditions for affiliating private colleges, and the yearly grant (amount and period).
• Curzon's Aims and the Nationalist ResponseImportance 3/5
  What reason did Curzon give for tighter control over universities, and what did he really want? How did nationalists read the Act? Remember the phrase Gokhale used for it.
• Baroda and Gokhale's Campaign for Compulsory Primary EducationImportance 3/5
  Remember what Baroda did in 1906. Then follow Gokhale's two efforts. For the 1910 resolution, learn his demands, why he withdrew it and what the government did concede. For the 1911 bill, learn what it sought and what happened to it.
• Provisions of the 1913 ResolutionImportance 2/5
  What did the 1913 Resolution refuse to do, and what policy did it accept instead? Know its points on private effort, secondary schools, a university in each province, and women's education.
• Appointment and Scope of the Sadler CommissionImportance 3/5
  What was the official name of the Sadler Commission? Remember its chairman and the year it was appointed. It was set up to study one university. Why did its reach go wider, and why did it treat secondary education as a precondition?
• Recommendations of the Sadler CommissionImportance 3/5
  Remember its recommendations on the length of school, the intermediate stage, the three-year degree course (and the reasons for it), a board for secondary education, the type of university it preferred, and the areas of education to be extended.
• University Developments After the Sadler CommissionImportance 2/5
  Which new bodies and posts improved university life after the report? Know the Academic Council, the Inter University Board (and its year) and the board of students' welfare. Also remember the universities founded between 1916 and 1921, and the ones that followed. Some of them came before the Sadler Commission was appointed. Understand why critics thought the recommendations were too advanced for their time.
• Education Under the Montagu-Chelmsford ReformsImportance 3/5
  Who took charge of education under these reforms? Understand what happened to government grants. Why did education still grow in spite of money problems?
• Origin of the Hartog CommitteeImportance 3/5UPSC 1997
  Which larger commission set up the Hartog Committee, and who chaired it? Remember the year, and the problem that led to its appointment.
• Hartog Findings and Recommendations on Primary EducationImportance 2/5
  Distinguish wastage from stagnation, and know the causes of each. Then learn its recommendations for primary schools: who controls them, how many years they last, what the curriculum should suit, how teachers are trained, and the wider role of schools in village life.
• Hartog Recommendations on Secondary, Higher and Women's EducationImportance 2/5
  Be clear about the defects it found in secondary schools and the changes it sought in the curriculum. For higher education, know the problems it found and some of its suggestions (libraries, honours courses, admission). For girls, learn its points on equal importance and subjects.
• Results of the Hartog ReportImportance 1/5
  Did the report improve the quality or the quantity of primary education? What happened to secondary schools and affiliated colleges?
• Origin and Aim of the Sargent PlanImportance 3/5UPSC 1997
  Who drew up this plan, in what post, and what phase of Indian education was it meant to plan for? Remember the body that received it, the year, and the time target set for universal literacy.
• Sargent Plan on Pre-Primary, Basic and High School EducationImportance 3/5
  Know the age group and features of each school stage: pre-primary, basic (with its two sub-stages) and high school. For high school, cover its length, who was selected, the two streams, and the medium of instruction with the place of English.
• Sargent Plan on University and Adult EducationImportance 3/5
  What did the plan say about the length of the degree course, the intermediate course and a national body to coordinate universities? Also remember its time target for ending adult illiteracy, and what adult education was meant to include.
• Criticism of the Sargent PlanImportance 2/5
  Why did many Indian educationists find the plan unacceptable? Consider its time period, its cost and its aim of matching England's level of attainment. How was the plan judged later?
• Origin of the Wardha Scheme (Nai Talim)Importance 3/5
  Remember where and when the conference was held, and which committee drew up the scheme. What was its guiding principle? Understand whose ideas it rested on, where they were published, and what Gandhi thought was wrong with Western education.
• Provisions of the Wardha SchemeImportance 4/5
  For which age group was the scheme meant? Know its main provisions: the place of a handicraft (with examples of crafts), the language of teaching, the position of Hindi, the link with the community, and its stand on religious education.
• Philosophy and Fate of the Wardha SchemeImportance 2/5
  What larger idea of society lay behind the scheme? Why did it not develop much? Remember the two events that held it back, and the month and year of the Congress ministries' resignation.

3.Development of Vernacular Education

• Early Reports and Efforts for Vernacular Education (1835–1853)Importance 3/5UPSC 1996
  How did vernacular education stand in the early years? Remember William Adam's reports (and the regions they covered), the model schools and normal schools of the North-Western Provinces, and Dalhousie's minute of 1853.
• Vernacular Education from Wood's Despatch to the Congress Ministries (1854–1937)Importance 2/5
  Learn the provisions Wood's Despatch made for vernacular education, and how schools grew from 1854 to 1871. Then follow how the Hunter Commission, the 1904 education policy (not the Universities Act), the Hartog Committee and the Congress ministries each treated it.

4.Development of Technical Education

• Early Engineering CollegesImportance 2/5
  Remember the early engineering colleges at Roorkee, Calcutta, Poona and Guindy, and the year each was set up where a year is known.
• Medical Training and Curzon's Professional Education EffortsImportance 2/5
  When did medical training begin, and where? Which fields of professional education did Curzon work to broaden? Know the agriculture college at Pusa and its role among similar institutions.

5.Evaluation of British Policy on Education

• Motives Behind British Education MeasuresImportance 4/5
  Were British education measures driven by kindness alone? Explain the four influences behind them: pressure for modern education, the need for staff, trade interests, and the effect expected on Indian attitudes to British rule. What overall political aim did the British have?
• Decline of Traditional Learning and Neglect of Mass EducationImportance 3/5
  Why did traditional Indian learning decline? Remember the 1844 rule about government jobs. Understand how neglect of mass education affected literacy and the gap between the educated few and the masses.
• Class Monopoly and Neglect of Women's EducationImportance 2/5
  Which groups gained most when education had to be paid for? Remember the two reasons women's education was almost entirely neglected.
• Neglect of Scientific and Technical EducationImportance 2/5
  By 1857, what was the state of medical and engineering colleges? Know where the medical colleges stood, and who could enter the engineering college at Roorkee.

1. 1.

   Consider the following statements about the Charter Act of 1813 and education:
   1. It directed the Company to sanction one lakh rupees annually for education.
   2. The money was spent from 1813 itself on English education.
   Which of the statements given above is/are correct?

   1. A1 only
   2. B2 only
   3. CBoth 1 and 2
   4. DNeither 1 nor 2
2. 2.

   Consider the following statements about the Orientalist-Anglicist controversy:
   1. The Anglicists wanted government spending on education to be exclusively for modern studies.
   2. All Anglicists agreed that English should be the medium of instruction.
   3. Macaulay's Minute (1835) settled the controversy in favour of the Anglicists.
   Which of the statements given above is/are correct?

   1. A1 only
   2. B1 and 3 only
   3. C2 and 3 only
   4. D1, 2 and 3
3. 3.

   Consider the following:
   1. Government responsibility for the education of the masses
   2. English as the medium for higher studies and vernaculars at school level
   3. A system of grants-in-aid to encourage private enterprise
   4. Secular education in government institutions
   How many of the above were recommended in Wood's Despatch (1854)?

   1. AOnly one
   2. BOnly two
   3. COnly three
   4. DAll four
4. 4.

   Consider the following statements about the Hunter Education Commission (1882–83):
   1. It mostly confined its recommendations to primary and secondary education.
   2. It recommended transferring control of primary education to district and municipal boards.
   3. It recommended that primary education be imparted through English.
   Which of the statements given above is/are correct?

   1. A1 only
   2. B2 and 3 only
   3. C1, 2 and 3
   4. D1 and 2 only
5. 5.

   Consider the following statements about the Indian Universities Act, 1904:
   1. It was based on the recommendations of the Raleigh Commission.
   2. Most fellows of a university were to be nominated by the government.
   3. The government got powers to veto the regulations of university senates.
   Which of the statements given above is/are correct?

   1. A1 only
   2. B1 and 2 only
   3. C2 and 3 only
   4. D1, 2 and 3
6. 6.

   Consider the following statements:
   Statement-I: Gokhale withdrew his Resolution of 1910 on compulsory primary education.
   Statement-II: The government assured him that the idea would be considered.
   Which one of the following is correct in respect of the above statements?

   1. ABoth Statement-I and Statement-II are correct and Statement-II explains Statement-I
   2. BBoth Statement-I and Statement-II are correct and Statement-II does not explain Statement-I
   3. CStatement-I is correct but Statement-II is incorrect
   4. DStatement-I is incorrect but Statement-II is correct
7. 7.

   Consider the following statements about the Sadler (Calcutta University) Commission (1917–19):
   1. It held that improving secondary education was a precondition for improving university education.
   2. It recommended a school course of 12 years, with entry to university after an intermediate stage.
   3. It recommended that universities function as scattered affiliating bodies rather than unitary residential ones.
   Which of the statements given above is/are correct?

   1. A1 only
   2. B1 and 2 only
   3. C2 and 3 only
   4. D1, 2 and 3
8. 8.

   Consider the following statements about the Hartog Committee (1929):
   1. It was set up as an auxiliary committee of the Simon Commission.
   2. It highlighted wastage and stagnation in primary education.
   3. It recommended rapid quantitative expansion of primary schools rather than improvement in quality.
   Which of the statements given above is/are correct?

   1. A1 only
   2. B2 and 3 only
   3. C1 and 2 only
   4. D1, 2 and 3
9. 9.

   Consider the following statements about the Sargent Plan (1944):
   1. It aimed at universal literacy in India within 40 years.
   2. It recommended universal, compulsory and free education for the 6–14 age group.
   3. It recommended retaining the intermediate course.
   Which of the statements given above is/are correct?

   1. A1 only
   2. B1 and 2 only
   3. C2 and 3 only
   4. D1, 2 and 3
10. 10.

    Consider the following:
    1. A basic handicraft in the syllabus
    2. Teaching in the mother tongue
    3. Free and compulsory education from 7 to 14 years
    4. Compulsory religious and moral education
    How many of the above were provisions of the Wardha Scheme of Basic Education (1937)?

    1. AOnly one
    2. BOnly two
    3. COnly three
    4. DAll four
11. 11.

    Match List I with List II:

    List I (Commission / plan)	List II (Year)
    A. Hunter Commission	1. 1944
    B. Raleigh Commission	2. 1882
    C. Hartog Committee	3. 1902
    D. Sargent Plan	4. 1929

    Select the correct answer using the code given below:

    1. AA-2, B-3, C-4, D-1
    2. BA-3, B-2, C-4, D-1
    3. CA-2, B-4, C-3, D-1
    4. DA-2, B-3, C-1, D-4
12. 12.

    Consider the following statements:
    Statement-I: Primary and secondary education suffered further after 1870.
    Statement-II: In 1870 education was shifted to the provinces, which had limited resources.
    Which one of the following is correct in respect of the above statements?

    1. ABoth Statement-I and Statement-II are correct and Statement-II explains Statement-I
    2. BBoth Statement-I and Statement-II are correct and Statement-II does not explain Statement-I
    3. CStatement-I is correct but Statement-II is incorrect
    4. DStatement-I is incorrect but Statement-II is correct
13. 13.

    Consider the following statements about the Government Resolution on Education Policy, 1913:
    1. The government accepted responsibility for compulsory education.
    2. It urged provincial governments to provide free elementary education to the poorer and more backward sections.
    3. It decided that a university would be established in each province.
    Which of the statements given above is/are correct?

    1. A1 only
    2. B1 and 3 only
    3. C2 and 3 only
    4. D1, 2 and 3
14. 14.

    Which of the following universities was set up in 1887 as a teaching-cum-examining university?

    1. APunjab University
    2. BAllahabad University
    3. CBanaras Hindu University
    4. DPatna University
15. 15.

    Consider the following statements about education under dyarchy:
    1. Education was shifted to provincial ministries.
    2. Government grants, liberally sanctioned since 1902, were stopped.
    Which of the statements given above is/are correct?

    1. A1 only
    2. B2 only
    3. CBoth 1 and 2
    4. DNeither 1 nor 2

1. 1.

   UPSC 2020

   Wellesley established the Fort William College at Calcutta because

   1. Ahe was asked by the Board of Directors at London to do so
   2. Bhe wanted to revive interest in oriental learning in India
   3. Che wanted to provide William Carey and his associates with employment
   4. Dhe wanted to train British civilians for administrative purpose in India
2. 2.

   UPSC 2018

   Regarding Wood's Dispatch, which of the following statements are true ?
   1. Grants-in-Aid system was introduced.
   2. Establishment of universities was recommended.
   3. English as a medium of instruction at all levels of education was recommended.
   Select the correct answer using the code given below :

   1. A1 and 2 only
   2. B2 and 3 only
   3. C1 and 3 only
   4. D1, 2 and 3
3. 3.

   UPSC 2018

   Which of the following led to the introduction of English Education in India?
   1. Charter Act of 1813
   2. General Committee of Public Instruction, 1823
   3. Orientalist and Anglicist Controversy
   Select the correct answer using the code given below:

   1. A1 and 2 only
   2. B2 only
   3. C1 and 3 only
   4. D1, 2 and 3
4. 4.

   UPSC 2018

   With reference to educational institutions during colonial rule in India, consider the following pairs : Institution — Founder
   1. Sanskrit College at Benaras — William Jones
   2. Calcutta Madarsa — Warren Hastings
   3. Fort William College — Arthur Wellesley
   Which of the pairs given above is/are correct ?

   1. A1 and 2
   2. B2 only
   3. C1 and 3
   4. D3 only
5. 5.

   UPSC 2009

   In collaboration with David Hare and Alexander Duff, who of the following established Hindu College at Calcutta?

   1. AHenry Louis Vivian Derozio
   2. BIshwar Chandra Vidyasagar
   3. CKeshab Chandra Sen
   4. DRaja Rammohan Roy
6. 6.

   UPSC 2003

   The aim of education as stated by the Wood’s Despatch of 1854 was

   1. AThe creation of employment opportunities for native Indians
   2. BThe spread of western culture in India
   3. CThe promotion of literacy among the people using English medium of language
   4. DThe introduction of scientific research and rationalism in the traditional Indian education
7. 7.

   UPSC 1997

   What is the correct chronological sequence of the following?
   I. Wood's Education Despatch
   II. Macaulay's Minute on Education
   III. The Sargeant Education Report
   IV. Indian Education (Hunter Commission)

   1. AII, I, IV, III
   2. BII, I, III, IV
   3. CI, II, IV, III
   4. DIV, III, I, II
8. 8.

   UPSC 1996

   Consider the following landmarks in Indian education:
   I) Hindu College, Calcutta II) University of Calcutta III) Adam’s Report IV) Wood’s Despatch The correct chronological order of these landmarks is

   1. AI, III, IV, II
   2. BI, IV, III, II
   3. CIII, I, IV, II
   4. DIII, II, IV, I
9. 9.

   UPSC 1997

   Match List I with List II and select the correct answer by using the codes given below the lists:
   List I
   I. Butler Committee
   II. Hurtog Committee Report
   III. Hunter Inquiry Committee Report
   IV. Muddiman Committee Report
   List II A) Jallianwala Bagh Massacre Report B) Relationship between the Indian States and Paramount Power C) Working of Dyarchy as laid down in the Montague-Chelmsford Reforms D) The growth of education in British India and potentialities of its further progress
   Codes:

   1. AI-C, II-B, III-A, IV-D
   2. BI-A, II-D, III-B, IV-C
   3. CI-B, II-A, III-C, IV-D
   4. DI-B, II-D, III-A, IV-C