Curzon applied himself to the task of putting matters in order. He disapproved of the doctrine of state withdrawal and instead considered it necessary for the government to maintain a few institutions of every type as models for private enterprise to imitate. He also abandoned the existing policy of educational laissez-faire and introduced a stricter control over private schools through a vigilant policy of inspection and control. Such a policy aroused bitter feelings among some educated Indians, since it was believed that Curzon was bent on bringing the entire system of education under government control.
The main battle, however, was fought over the universities. With Eton and Balliol in mind, Baron Curzon set up the Indian Universities Commission of 1902 to bring about a better order in higher education. The commission made a number of important recommendations—namely, to limit the size of the university senates, to entrust teaching in addition to examining powers to universities, to insist on a high educational standard from affiliated colleges, to grant additional state aids to universities, to improve courses of studies, to abolish second-grade colleges, and to fix a minimum rate of fees in the affiliated colleges. The report was severely criticized, and the last two recommendations had to be dropped. Legislation in regard to the other proposals was passed despite bitter opposition in the legislature and the press.
The conflict resulted less from educational differences than from political opinions on centralization. In one part of the country, violent agitation had already started on the question of the partition of Bengal. In another, the patriot Bal Gangadhar Tilak declared: “Swaraj [self-rule] is our birthright.” Thus, Baron Curzon’s educational reforms were considered sinister in their intentions, and his alleged bureaucratic attitude was resented.
The administrative policy of Baron Curzon also gave rise to the first organized movement for national education. This effort was part of the swadeshi movement, which called for national independence and the boycotting of foreign goods. A body known as the National Council of Education established a national college and a technical institution (the present Jadavpur University) in Calcutta (Kolkata) and 51 national schools in Bengal. These schools sought to teach a trade in addition to ordinary subjects of the matriculation syllabus. The movement received a great impetus, because the Calcutta Congress (1906) resolved that the time had arrived for organizing a national system of education. With the slackening of the swadeshi movement, however, most of the national schools were eventually closed. The effect of the movement was nevertheless noticeable elsewhere: Rabindranath Tagore started his famous school in West Bengal near Bolpur in 1901; the Arya Pratinidhi Sabha established gurukulas at Vrindaban and Haridwar; and the Indian National Congress and the All-India Muslim League at their sessions in Allahabad and Nagpur, respectively, passed resolutions in favour of free and compulsory primary education.
In 1905 Baron Curzon left India. In order to pacify the general public, his successors modified his policy to some extent, but the main program was resolutely enforced. Although Indian public opinion continued its opposition, the reforms of Baron Curzon brought order into education. Universities were reconstituted and organized, and they undertook teaching instead of merely conducting examinations for degrees. Colleges were no longer left to their own devices but were regularly visited by inspectors appointed by the universities. The government also became vigilant and introduced a better system for inspecting and granting recognition to private schools; the slipshod system of elementary education was also improved. The number of colleges and secondary schools continued to increase as the demand for higher education developed.
In 1917 the government appointed the Sadler Commission to inquire into the “conditions and prospects of the University of Calcutta,” an inquiry that was in reality nationwide in scope. Covering a wide field, the commission recommended the formation of a board with full powers to control secondary and intermediate education; the institution of intermediate colleges with two-year courses; the provision of a three-year degree course after the intermediate stage; the institution of teaching and unitary universities; the organization of postgraduate studies and honours courses; and a greater emphasis on the study of sciences, on tutorial systems, and on research work. The government of India issued a resolution in January 1920 summarizing the report of the commission. Since then all legislation of any importance on higher education in any part of India has embodied some of the recommendations of the commission.
Meanwhile, World War I had ended, and the new Indian constitution in 1921 made education a “transferred” subject (that is, transferred from British to Indian control), entrusting it almost entirely to the care of the provinces. In each province, educational policy and administration passed into the hands of a minister of education, responsible to the provincial legislature and ultimately to the people. Although European-style education was still maintained as a “reserved” subject and was not placed under the control of the Indian minister of education, this anomaly was corrected by the Government of India Act of 1935, which removed the distinction between transferred and reserved subjects and introduced a complete provincial autonomy over education.
Generally, the new constitution of 1921 was considered inadequate by the Indian National Congress. In protest, Mahatma Gandhi launched the noncooperation movement, the campaign to boycott English institutions and products. National schools were established throughout the country, and vidyapeeths (“national universities”) were set up at selected centres. The courses of study in these institutions did not differ much from those in recognized schools, but Hindi was studied as an all-India language in place of English, and the mother tongue was used as the medium of instruction. These institutions functioned for a short time only and disappeared with the suppression of the noncooperation movement. The Congress’ struggle for self-rule, however, became more vigorous, and with it spread the national movement toward education to suit national needs. The Government of India Act of 1935 further strengthened the position of the provincial ministers of education, since the Congress was in power in major provinces. The developmental program of provincial governments included the spread of primary education, the introduction of adult education, a stress on vocational education, and an emphasis on the education of girls and underprivileged people. The importance of English was reduced, and Indian languages, both as subjects of study and as media of instruction, began to receive greater attention.
Mahatma Gandhi.History Archive/REX/Shutterstock.com
On this general background, educational developments from the inauguration of reforms in 1921 until independence in 1947 can be viewed. In the field of elementary education, the most important event was the passing of compulsory-education acts by provincial governments—acts empowering local authorities to make primary education free and compulsory in the areas under their jurisdiction. Another noteworthy feature was the introduction of Gandhi’s “basic education,” which was designed to rescue education from its bookish and almost purely verbal content by emphasizing the teaching of all school subjects in correlation with some manual productive craft. A general demand for secondary education developed with the political awakening among the masses. Schools in rural, semi-urban, and less-advanced communities were established, as were schools for girls. Some provision was made for alternative or vocational courses when the provincial governments started technical, commercial, and agricultural high schools and gave larger grants to private schools providing nonliterary courses. But the expected results were not achieved because of a lack of funds and of trained teachers. Secondary schools still concentrated on preparing students for admission to colleges of arts and sciences.