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g Consider different aspects of education in government school system became more and
India, paying particular attention to primary more overburdened, resulting in systemic prob-
education. lems in primary education that affect the society
g Enquire into the execution of the Wood’s even today.
Dispatch of 1854 and suggest ways to GROWTH OF NATIONAL EDUCATION
improve outcomes of the same. The system of modern
What Were the Main Recommendations of education under the
the Hunter Commission? colonial rulers was
Major recommendations by the Hunter devoted to promotion of
Commission of 1882 resulted in the following English language and
changes in the education system of British India: literature. In 19th century,
social reformers like Raja
g Preference was given to literate candidates
Ram Mohan Roy had
for government jobs in the lower levels,
emphasised intellectual
along with expansion of primary schools in
awakening among the
backward districts.
Indian. There were many
g District and municipal boards were
other social reformers as Sri Narayana Guru
entrusted with the management of primary
well. They had aroused
education under the Local Self Government
nationalist sentiments among the Indians. Raja
Act. The funds were separated for rural and
Ram Mohan Roy looked at education as an
urban areas to avoid funds earmarked for
instrument of social change, but preferred
rural schools being misappropriated by
English medium schools. Swami Dayananda
urban schools.
Saraswathi established Arya Samaj in 1875 at
g Secondary schools were to be established Rajkot. After his death Dayanand Anglo Vedic
by private parties with funds provided by (DAV) School was established at Lahore in 1886.
the government. Model schools fully run by Very soon DAV schools and colleges sprang up
the government were to be opened in each
all over the country. Similarly, in the South,
district to guide such private schools.
Kandukuri Veeresalingam founded the Raja-
g Secondary school curriculum was also hmundry Association which established some
revised with academic and vocational schools in South India. In 1903, Shri Narayan
courses diversified into different branches. Guru started Sri Narayana Dharma Paripalan
g Missionary schools were discouraged and (SNDP) Yogam. The influence of this organisa-
Indian participation in the private school tion spread over whole of South India in early 20
system was solicited by the raj. Special care century. It led to establishment of SNDP
was supposed to be taken in advancing the University and other institutions affiliated to
education of girls and women. SNDP Yogam.
Though most of these changes were positive, From 1908 onwards, under the pressure of
these changes were only limited to the schools Swadeshi Movement, courses at some of the
following the system laid down by the British existing universities in chemical and electrical
Indian Government. As traditional schools died engineering were started. The Indian Industrial
out from lack of funding and enrolment, the Commission appointed in 1915 made reco
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