MERITS OF WOOD’S DESPATCH • By the grant-in-aid system many schools were benefited, the quality of education improved, and private organisations were encouraged to open new schools. • The Despatch encouraged higher education by recommending the establishment of universities in Calcutta, Bombay and Madras and emphasized on the necessity of vocational education. • The Despatch recommended scholarship for the poor and deserving students. • The Despatch recommended the importance of establishing teacher-training institutes to improve the quality of teachers and their conditions of salaries. • Wood‘s Despatch encouraged Language teaching. As a result, regional languages and classical languages were taught in the schools. 7/27/2023 Dr RB, RVTC, IASE 101
DEMERITS OF WOOD’S DESPATCH • The Despatch, in reality promoted Western literature and knowledge and government offices showed preferences for persons educated in English. • The education planning and management schemes remained only in black and white. • It neglected general education. Only the privileged class received education. Indigenous schools remained neglected. Priority was given to people educated on English pattern with regard to government posts. M. R. Paranjpe stated that, ―the authors did not aim at education for leadership, education for the industrial regeneration of India, education for the defence of the motherland, in short, education required by the people of a selfgoverning nation. • Departments of Education were opened in the five provinces but they could not promote the real interest of education 7/27/2023 Dr RB, RVTC, IASE 102
DEMERITS OF WOOD’S DESPATCH • The system of grant-in-aid did not operate in proper sense, i.e., there was always the paucity of funds, the irregularity of their release and biased attitude towards the privately managed schools. • The Wood‘s Despatch had a partial attitude towards the Christian missionaries; Christian religious books were easily made available to the students, in the libraries. • The three universities were modelled on the London University and the Government‘s policy of nominating members to the senate was biased. Therefore higher education was not related to Indian conditions • The Despatch succeeded in only producing a class of clerks and accountants. 7/27/2023 Dr RB, RVTC, IASE 103
DEMERITS OF WOOD’S DESPATCH • The system of grant-in-aid did not operate in proper sense, i.e., there was always the paucity of funds, the irregularity of their release and biased attitude towards the privately managed schools. • The Wood‘s Despatch had a partial attitude towards the Christian missionaries; Christian religious books were easily made available to the students, in the libraries. • The three universities were modelled on the London University and the Government‘s policy of nominating members to the senate was biased. Therefore higher education was not related to Indian conditions • The Despatch succeeded in only producing a class of clerks and accountants. • Wood‘s Despatch could not remove the imbalance in Indian education system. The rich people sent their children to English 7/27/2023 Dr RB, RVTC, IASE 104
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HUNTER COMMISSION REPORT 7/27/2023 Dr RB, RVTC, IASE 106
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Hunter Commission Report of 1882 • Sir William Hunter was an Indian Civil Service officer and a member of the Executive Council of the Viceroy. • William Wilson Hunter was born on 15 July 1840 in Glasgow, Scotland, to Andrew Galloway Hunter, a Glasgow manufacturer. He was the second of his father’s three sons. In 1854 he started his education at the ‘Quaker Seminary’ at Queenswood, Hampshire and a year later he joined the Glasgow Academy. • He was educated at Glasgow University (BA 1860), Paris and Bonn, acquiring a knowledge of Sanskrit, LL.D., before passing first in the final examination for the Indian Civil Service in 1862 7/27/2023 Dr RB, RVTC, IASE 108
Hunter Commission – Who was Sir William Hunter? • The Revolt of 1857 • Lord Ripon appointed on February 3, 1882 the Indian Education Commission under the chairmanship of William Hunter, a member of the executive council of viceroy • Subsequently Indian Universities Act of 1904 and Lord Curzon's Educational Policy also came into existence to improve upon the educational system of India The following were the main objectives: • Consider different aspects of education in India, paying particular attention to primary education. • Enquire into the execution of Wood’s Despatch of 1854 and suggest ways to improve outcomes of the same. 7/27/2023 Dr RB, RVTC, IASE 109
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Recommendations of the Hunter Commission • Preference was given to literate candidates for government jobs in the lower levels, along with expansion of primary schools in backward districts. • District and municipal boards were entrusted with the management of primary education under the Local Self Government Act. The funds were separated for rural and urban areas to avoid funds earmarked for rural schools being misappropriated by urban schools. • Secondary schools were to be established by private parties with funds provided by the government. Model schools fully run by the government were to be opened in each district to guide such private schools. • Secondary school curriculum was also revised with academic and vocational courses diversified into different branches. • Missionary schools were discouraged, and Indian participation in the private school system was solicited by the raj. Special care was supposed to be taken in advancing the education of girls and women. 7/27/2023 Dr RB, RVTC, IASE 111
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1. What are the recommendations of Hunter commission? The two administrative reforms suggested by Hunter Commission 1882 in the field of Secondary education are: i. Gradual withdrawal of the Government from direct enterprise in secondary education. ii. Maintenance of some Secondary schools by the Govt. as Model to aid schools. 2. What was the purpose of the Hunter Commission? Hunter Education Commission was a landmark commission appointed by Viceroy Lord Ripon with objectives to look into the complaints of the nonimplementation of the Wood’s Despatch of 1854; the contemporary status of elementary education in the British territories; and suggest means by which this can be extended and improved. 7/27/2023 Dr RB, RVTC, IASE 117
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SARGENT COMMISSION REPORT 7/27/2023 Dr RB, RVTC, IASE 122
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