British attempts to educate

Vandana ThakurRIE BhopalBritish attempts to educate

Macaulay's "Minute Upon Indian Education"Macaulay argued that support for the publication of books in Sanskrit and Arabic should be withdrawn, support for traditional education should be reduced to funding for the Madrassa atDelhiand the Hindu College atBenares, but students should no longer be paid to study at these establishmentsall the funds appropriated for the purpose of education would be best employed on English education alone.all the existing professors and students at all the institutions under the superintendence of the Committee shall continue to receive their stipends

Third, It has come to the knowledge of the Governor-General in Council that a large sum has been expended by the Committee on the printing of Oriental works; his Lordship in Council directs that no portion of the funds shall hereafter be so employed.Fourth, His Lordship in Council directs that all the funds which these reforms will leave at the disposal of the Committee be henceforth employed in imparting to the native population a knowledge of English literature and science through the medium of the English language;

After the ActBy 1839Lord Aucklandhad succeeded Bentinck as Governor-Generalboth Oriental and English colleges were to be adequately funded.East India Company also resumed subsidising the publication of Sanscrit and Arabic works, but now by a grant to theAsiatic Society

Wood's despatchCharles Wood, the President of the Board of Control of theEast India Company, had an important effect on spreading education in India when in 1854 he sent a despatch toLord Dalhousie, the thenGovernor-General of India.[1]Recommendations[edit]He recommended therein that:An education department was to be set up in every province.Universities on the model of the London university be established in big cities such as Bombay, Calcutta and Madras.At least onegovernment schoolbe opened in everydistrict.Affiliated private schools should be given grant in aid.The Indian natives should be given training in theirmother tonguealso.Provision was made for a systematic method of education from primary level to the university level.The government should always support education for women.

Aims and Objectives of Educational Policy:The Despatch first throws light on the aims and objectives of educational policy of the Company in India. It gave highest priority to the responsibility of Indian Education overall other responsibilities of the Company. The Despatch had the following objectives in view:

a) To impart Western knowledge, information about the western culture to the Indians.b) To educate the natives of India so that a class of public servants could be created.c) To promote intellectual development and also raise the moral character of the young generation.d) To develop practical and vocational skills of the Indians people so that more and more articles could be produced and also to create a good market for consumption of those goods.

Department of Education:The Woods Despatch, for the first time, recommended the creation of a Department of Public Instruction in each of the five provinces of Bengal, Bombay, Madras, the Punjab and the North Western provinces. The head of the Department would be called the Director and he was to be assisted by a number of inspectors. The D.P.T. had to submit an annual report to the government about the educational progress in his province.Expansion of Mass Education: - Another major recommendation of the Despatch was expansion of mass education. It was observed that the common people were deprived of educational opportunities and therefore much emphasis was given on the increase of setting up primary, middle and high schools. The Dowaward Feltration Theory as proposed earlier was discarded and in its place importance to primary education was given. Elementary education was considered to be the foundation of the education system.Establishment of Universities:- The Despatch recommended the establishment of universities in the three Presidency towns of Calcutta, Bombay and Madras. The universities were to be modeled after the London University and these were to have a senate comprising of a Chancellor, a Vice-Chancellor, and fellows who were nominated by the Government. The Universities would confer degrees to the successful candidates after passing the examinations, (of Science or Arts Streams) conducted by the Senate. The universities were to organize departments not only of English but also of Arabic, Sanskrit and Persian, as well as law and civil engineering.

Grant - in-aid system: -The Woods Despatch recommended the sanction of a grant-in-aid system in the Indian educational system. To educate the large number of people of India was a difficult task and so the grant-in-aid system was adopted by the government. Grants were given to those schools and colleges which satisfied the conditions given below :-

a) The schools must provide secular education.b) The school management should run the school well.c) The school should agree to state inspection from time to time.d) The schools should follow any rule prescribed by the government for the regulation of the grant.e) The school must charge fees from the students.

Grants were given to the schools for increasing the salaries teachers, construction of school buildings, granting scholarships to students, improving conditions of literaries, opening of science department etc.

Teaching of Language: -The Woods Despatch gave importance to teaching of English, but at the same time, it also stressed on the teaching of Indian languages. The Despatch realised that any acquaintance of European knowledge could be communicated to the common people and that could be conveyed to them only through learning their own mother tongue. Therefore the Despatch clearly stated that Indian languages as well as English should be used as media of instruction.

Education of Women: -The Despatch recommended that the government should always support education for women. The woods Despatch stated, The importance of female education in India cannot be over rated; and we have observed with pleasure the evidence which is now afforded of an increased desire on the part of many of the natives of India to give a good education to their daughters. By this means a far greater proportional impulse is imparted to the educational and moral tone of the people than by the education of men. The Despatch also encouraged the private enterprises to promote women education.The schools for girls were to be included among those to which grants-in-aid would be given.Training of Teachers: -The Woods Despatch recommended the establishment of teacher training schools in each of the provinces. There should be training schools for teachers of engineering, medicine and law. The qualified teachers should be given better pay scales. The Despatch further emphasized on the provision of scholarships to the teachers during their training period.Professional Education: -The Woods Despatch encouraged professional education. It recommended the establishment of medical, engineering law and other institutes of professional education. The Despatch stated that in order to develop vocational efficiency of people and also to make people realise that the British rule was progressive. Another reason for the encouragement of vocational education was to control the problem of unemployment.

Introduction of network of Graded Schools all over India: -The Woods Despath recommended the establishment of a network of graded schools all over the country. At one end were the universities and the colleges, then the high schools followed by the middle schools and the bottom of the middle schools and at the bottom of the network were the primary schools, both government and indigenous. Both the Anglo-vernacular and vernacular schools were to be included in the same class. This system was recommended in order to enable an individual to receive higher education after completing the different levels of schools education.

Let Us KNOWThe main objective of the Woods Despatch was to educate Indian people inorder to create a class of civil servants.

It also wanted to impart Western knowledge and information about Western Culture to the Indian people.

The Woods Despatch recommended for the first time, the creation of Department of Education in Bengal, Madras, Bombay, Punjab and the North Western Provinces.

The Despatch recommended the promotion of mass education by establishing schools, both public of and private.

The Woods Despatch recommended the establishment of three universities in the Presidency towns of Calcutta, Bombay and Madras on the model of the London University.

The grant-in-aid system was recommended by the Woods Despatch

The Despatch wanted to promote the study of English as well as Indian regional languages and classical languages like Arabic, Persian and Sanskrit.

The Woods Despatch supported women education.

Importance of training of teachers was realised by the Despatch and so it recommended the establishment of teacher training institutes. It also suggested the improvement of working condition and salaries of teachers.

The Woods Despatch also encouraged professional education.

The merits of the Despatch are discussed in the following points:

The Wood Despatch started a new era in Indian education system by clearly defining objectives of education.It made the Government realise the importance of education for the people.It presented a comprehensive scheme of education embracing primary, secondary and higher education.It recommended the creation of a separate Department of Public Instruction in five provinces and appointment of a Director to head the Department.

The principle of Downward Filtration Theory was discarded by the Woods Despatch and it encouraged the promotion of mass education; it recommended the establishment of indigenous schools.By the grant-in-aid system many schools were benefited and 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.The Woods Despatch emphasized on the necessity of vocational education.

The Despatch recommended the importance of establishing teacher training institutes to improve the quality of teachers and also improves their conditions and salaries.The Despatch recommended scholarships for the poor and deserving students.Language teaching was encouraged by the Despatch; as a result, regional languages and classical languages were taught in the schools.

Demerits of the Wood Despatch:

The Woods Despatch could not manage the education system well.

Mass education did not become a reality.

The grant-in-aid system did not work well as there was paucity of funds and irregularity of the release of funds.

The Despatch was more intersted in promoting Western knowledge and culture.

The Department of Public Instruction could not promote the interest of education and the education in the universities could not be related to Indian conditions.

The Despatch did not promote vocational education as was required. in fact, the idea was postponed indefinitely.

Women education continued to be neglected.

The Despatch produced a cass of clerks and accountants but did not develop character and leadership qualities among students.

Hunter commission of 1882As a result of the first struggle for Independence by Indians in 1857,the power of administration was transferred from the East India Company to the Crown.The Queens Proclamation of 1858 advocated a policy of strict religious neutrality.The missionaries were greatly disappointed with the Government policy for religious neutrality and started an agitation and formed the General Council of Education in India in London.The General Council of Education requested Lord Ripon, the viceroy of India to institute an enquiry into Indian education.Lord Ripon appointed the Indian Education Commission on 3rd February 1882, with Sir Willium Hunter as its Chairman. It is known as Hunter Commission of 1882.

The commission was appointed with the following aims:To enquire into the manner in which effect had been given to the principles of the Despatch of 1854.To assess the position of primary education in India and to suggest measures for its reform.To enquire into the position of the State institutions and their importance.To evaluate the work of missionaries in the field of education.To enquire into Government attitude towards private enterprise.The Commission also undertook an enquiry into the conditions of secondary education and to suggest measures for its improvement.

Major Recommendations of Hunter Commission of 1882 on Primary Education were.

Primary education should be regarded as education of the masses.

Education should be able to train the people for self-dependence.

Medium of Instruction in primary education should e the mother tongue.

Appointment of teachers should be made by the district authority and approved by the government.

School houses and furnitures should be simple and economical.

Normal Schools should be established for the training of teachers.

Curriculum should include useful subjects like agriculture, elements of natural and physical science and the native method of arithmetic and measurement etc.

School equipments should be economical and less expensive.

Spread of primary education for the tribal and backward people should be the responsibility of the Government.

Fees should be example to students on the basis of their financial difficulties.

Major Recommendations of Hunter Commission on secondary education were

The administrative responsibility on Secondary education should be handed over to the efficient and educated people.

English should remain as medium of instruction in the Secondary stage.

The fees charged in aided secondary schools should be considerably lower than the fees charged in Government schools.

effects of the recommendations on primary education.

Hunter Commission made valuable contribution to the development mass education by recognising primary education as education of the masses.Use of mother tongue as the medium of instruction at primary level was also an important recommendation of the commission.Following the method adopted in England, the commission recommended that the control of primary education should be handed over to District and Municipal Boards.

Realising the importance of indigenous schools the commission recommended for giving grants to encourage these schools.To improve the quality of teachers, the commission recommended establishment of Normal schools for the training of teachers.The Commission was very liberal in matters of management of the primary schools. Managers should be given freedom in selecting text books, School hours and holidays should be adjusted according to local needs.The Commission was in favour of maintaining a fund by the District and Municipal Boards exclusively for maintenance of primary schools.The Commission recommended more practical curriculum by inclusion of practical subjects in the curriculum of primary schools.In spite of all these recommendations the progress of primary education in the subsequent period was very slow.

Let us now discuss the causes of slow progress of primary education. The causes of slow progress of primary education were:-Transfer of the control of primary education to the inexperienced local bodies.Neglect of the indigenous schools as the introduction of the system of giving grants by Payment by Result adversely affected the development of indigenous schools.Failure to introduce compulsory primary education.Inadequate grant from the Provincial government as only one-third of the total expenditure was given as grant to the local bodies.

CHARTER ACT OF 1813Or downward filtration policyControversies between Anglicist and ClassicistsAims: Regarding the aims of education during that time, groups of people had different opinions. One group preferred the propagation of oriental literature, whereas the other group stressed the need to introduce western literature among the Indian people.In terms of agencies to be employed for organizing the schools and colleges, there were also some forms of conflicts and controversies. One school of thought opined that missionaries should be an agency for educational management while another group believed that it will be better if Indians themselves played the role for conducting the educational institutions. The third school of thought recommended the establishment of the schools by the company itself.Regarding the medium of instruction there were also three opinions. The first opinion was that the western sciences and knowledge should be promoted through the classical lanquage as a medium of instruction, namely Sanskrit and Arabic. The second school of thought was favored to the modern Indian language and lastly the third school of thought held that education should be given through the medium of English.Methods of education also created the controversy among the people of India. It was of two opinions regarding the methods. The first opinion was that education always filters down from the upper classes of the society to the common masses. It was known as Downwards Filtration Theory. The other opinion preferred that the company should themselves take the responsibility for educating the masses.

Regarding the medium of instruction there were also three opinions. The first opinion was that the western sciences and knowledge should be promoted through the classical lanquage as a medium of instruction, namely Sanskrit and Arabic. The second school of thought was favored to the modern Indian language and lastly the third school of thought held that education should be given through the medium of English.Methods of education also created the controversy among the people of India. It was of two opinions regarding the methods. The first opinion was that education always filters down from the upper classes of the society to the common masses. It was known as Downwards Filtration Theory. The other opinion preferred that the company should themselves take the responsibility for educating the masses.

Macaulays MinuteBentincks Educational PolicyThe Bentinck Policy made the resolution of Macaulays views on the stress of English language as a medium of instruction.In the orders of Bentinck policy, the whole focus was given to invest all the expenditure of education in improvement of English literature and science only.The resolution which was made by Bentinck, ordered to ban for investing any fund on the printing of oriental works.One of the order of the resolution was that, a vacant post of any teacher in oriental learning would be filled only after the Government finds it expedient

After the above discussion, the following are the basic ideas that can be noted bellow:The Charter Act of 1813 made a State system of Education in India officially.This clause of Charter Act of 1813 compelled the East India Company to accept responsibility for the education of the Indian people by granting one lac rupees.Regarding the way of spending the money for education, there was a controversy between the anglicists and classicists in terms of aims of education, agencies of education, medium of instructions and methods.As a president of General Committee of Public Instruction, Lord Macaulays wrote a minute on 2nd February 1835, where he gave the conclusion regarding the controversy.

Macaulay concluded the controversy by acquiring English lanquage as a medium of instruction through his minute.By introducing the English lanuage for the education of the Indian masses, Macaulay opinion was that the public mind of India may expand under the English system and through the English language it may educate the people into a capacity for better government.Macaulay developed the policy of Downward Filtration Theory and through it; he made bifurcation of partiality in giving education to the Indian masses.

Some people of higher classes in India and the East India Company appreciated Macaulay as the torch bearer in the path of progressLord Macaulay submitted his minute to the Governor- General in Council where Lord William Bentinck was the Governor General of that Council.Lord William Bentinck passed the resolution of the Macaulays Minute on 7th of March 1813, where all the funds that were allotted for Indian education should be disbursed only in favour of English language.

Mahtma jyotiba PhuleVidya bina mat gayiMat bina gati gayGati bina niti gayiNiti bina sampati gayiSampati bina shudra dbast huyeItna sara anarth ek avidya se huyaMahatma Jotiba Phule was born in 1827. His father Govind Rao was a vegetable vendor at Poona. Since Jotiba's father and two uncles served as florists under the last of the peshwas, they came to be known as Phules.

Impressed by Jotiba's intelligence and his love of knowledge, two of his neighbours one a Muslim teacher and another a Christian gentleman persuaded his father Govindrao to allow him to study in a secondary school. In 1841 Jotiba got admission in the Scottish Mission High school at Poona. Jotiba was greatly influenced by Thomas Paine's ideas and he read with great interest Paine's famous book Rights of Man. After completing his secondary education in 1847, Jotiba decided not to accept a job under the government.An incident in 1848 made him aware of the inequalities of the caste system and predominant position of the Brahmins in the social setup.

he began educating his wife Savitribai Phule and opened a girl's school in August 1848. The orthodox opponents of Jotiba were furious and they started a vicious campaign against him. He refused to be unnerved by their malicious propaganda. As no teacher dared to work in a school in which untouchables were admitted as students. Jotiba asked his wife to teach the girls in his school. Stones and brickbats were thrown at her when she was on her way to school. The reactionaries threatened Jotiba's father with dire consequences if he did not dissociate from his son's activities. Yielding to the pressure, Jotiba's father asked his son and daughter-in-law to leave his house as both of them refused to give up their noble endeavor.

On the 3rd July, 1851, he founded a girls' school in which eight girls were admitted on the first day. Steadily the number of students increased.He blamed the British government for spending profusely a large portion of revenue on the education of the higher classes.(just like brahmins, they too limited education)He had written many books namely Tritya Ratna(1855),Brahmanache Kasab(1869) , Gulamgiri(1873), Shetkaryancha Asud(1883), Satsar Vol.1(1885), Satsar Vol. 2(1885), Ishara(October 1,1885), saravajanik Satyadharma Pustak( this book was published posthumously). So in all, he worked for whole the life for achieving his motives i.e. compulsory universal education, women education and uplifting of lower caste people.

Salient features of educational philosophy of Mahatma Jobiba Phule 1. Individuals being equal, it is necessary to provide facilities to more and more individuals and the monopoly in education should be stopped. 2. While educating individuals, religion, race, caste and sex should not be considered. Education should develop values for humanism. 3. The Principle of universalization of education should be followed and to same extent education should be made compulsory. 4. Women, the neglected and those who are deprived of education for long should be given top priority in educational facilities and thus social justice should be established 5. Education should be based on equality because such education binds the society together. It does not destruct the society hence it is beneficial for the welfare of the country.

6. Mahatma Jotiba Phule expressed great concern for primary education and primary teacher, He was of the view that primary teacher should be a trained person and sufficient salary should be paid to primary teacher. 7. He argued that curriculum should be utilitarian and practical so as to cover the needs of the society. Preliminary knowledge about agriculture and health should be included in the curriculum. He said that there should be demarcation between the curriculum of rural and urban area. 8. Permanent values like freedom, equality and fraternity should be developed through education. Personality should be developed and social equality should be established. 9. Along with advancement in knowledge, the values of inculcation of devotion to nation, self respect, internationalism, universal fraternity and kind heartedness should be developed.

10. Professional ability and efficiency should be developed so that knowledge may be properly linked.11. The down trodden filtration theory advocated by Lord Macaulay is not philosophically sound as it ignores the common masses and non established individuals for their progress.12. Practical knowledge is superior to bookish knowledge hence primary knowledge in Modi (a special marathi script) accounts, history, grammar, agriculture ethics and health should be imparted.13. Jotiba Phule said that quantitative growth in primary school is important but it should not be at the cost of qualitative growth.14. He was of the view that government should formulate the scheme of scholarships and rewards for the needy and deserving students.

Dadabhai naorojiThe Grand Old Man of India and the Father of Indian Nationalism are the epithets to explain the personality of this great man who was an educator, cotton trader and social leader. He is none other than Dadabhai Naoroji, who was born on 4th September 1825 at Khadak in Mumbai.He was a Member of Parliament (MP) in the United Kingdom House of Commons between 1892 and 1895. Dadabhai Naoroji played a crucial role in founding the Indian National Congress along with two other famous politicians of that time i.e. A.O. Hume and Dinshaw Edulji Wacha. Dadabhai Naorojis concept of wealth drain from India during British rule got huge attention. He mentioned the same concept in his bookPoverty and Un-British Rule in India.After completing his schooling, Dadabhai Naoroji finished his Masters degree in Mathematics and worked as a professor in the same subject. He achieved many honors during his academic career and after completing his education from the Elphinstone Institution, he became a partner of the first Indian commercial company founded in Britain. So, he went to England for managing Cama and Co. While staying in England, he was very keen in exposing the wretchedness in India and what Indians were going through during British rule. In 1866, he established the East India Association in England. This was a platform to put forward the grievances of Indians in Britain. To promote this further, branches of the association were also established in different parts of India.

Dadabhai Naorojis theory of the Drain of WealthDadabhai Naoroji was the first man to say that internal factors were not the reasons of poverty in India but poverty was caused by the colonial rule that was draining the wealth and prosperity of India. In 1867, Dadabhai Naoroji put forward the drain of wealth theory in which he stated that the Britain was completely draining India. He mentioned this theory in his bookPoverty and Un-British Rule in India. Further in his book , he stated the loss of 200-300 million pounds of revenue to Britain. Dadabhai Naoroji considered it as a major evil of British in India. On the footsteps of Dadabhai Naoroji, R. C. Dutt also promoted the same theory by keeping it as a major theme of his bookEconomic History in India. The drain of wealth was the portion of Indias wealth and economy that was not available to Indians for consumption.

Dadabhai Naoroji gave six factors that caused external drain. These are:External rule and administration in India.Funds and labour needed for economic development was brought in by immigrants but India did not draw immigrants.All the civil administration and army expenses of Britain were paid by India.India was bearing the burden of territory building both inside and outside India.India was further exploited by opening the country to free trade.Major earners in India during British rule were foreigners. The money they earned was never invested in India to buy anything. Moreover they left India with that money.Not only this, but through different services such as railways, India was giving a huge amount to Britain. On the other hand, trade as well as Indian labour was deeply undervalued. Along with this, the East India Company was buying products from India with Indian money and exporting it to Britain.

Dadabhai Naoroji was respected both in Britain as well as India for his loyalty towards British and services for Indians. For this reason, he was elected as the President of the Indian National Congress, not once or twice but for three times i.e. in 1886, 1893 and 1906.Dadabhai Naoroji was a greater supporter of free education especially to women and children in India as his mother had to struggle a lot to provide the same to him. He was very keen in providing education and making it free. He also wanted to uplift the condition of women in India. For this, he laid the foundation of Jyan Prasarak Mandal, the only girls high school in Bombay (present day Mumbai).

His contribution to politics were also immense. He was the founder of Bombay Association and established it in 1852. Further, the London Indian Society was established by him along with N.C. Banarjee for the betterment of relationships between Indian and Englishmen. His entire life was dedicated to the cause and betterment of India. Dadabhai Naoroji died in 1917 at the age of 92.

Gopal krishna gokhale As a member of the Legislative Council Gokhale put forward a proposal for compulsory primary education in 1910. The proposal was as follows A beginning should be made in the direction of making elementary education free and compulsory throughout the country, and that a mixed commission of officials and non officials be appointed at an early date to frame definite proposal. Following were the important points of the resolution :Primary education should be made free and compulsory in the area where 35% of boys were receiving education.

This provision should apply to the age group of 6-10 years.

The cost of compulsory primary education should be shared by the provincial Government and the Local Bodies in the ration of 2 : 1.

A separate Department of education shall be opened under the Central Government to draw up a scheme for the expansion of primary education.

A secretary should be appointed to organise, supervise and look after the primary education.

Reaction of the Resolutionthe Government assured him that the subject would receive careful consideration. Consequently Gokhale withdraw his resolution. Later on, the Government accepted only the last three resolutions of Gokhale. A department of Education was established under the Central Government and the secretary was also appointed. The record of the progress of primary education also started to be published by the Government.

But the main issue of making primary education free and compulsory remained neglected and unattended by the Government.

My Lord, I know that my Bill will be thrown out before the day closes. I make no complaint. I shall not even feel depressed. We the present generation of India can only hope to serve our country by our failures. The men and women who will be privileged to serve her by their successes will come later (Nurullah and Naik)Thus the Bill, though defeated, but it was a heroic defeat.

Reasons for Rejection of the BillThe Government put forth several arguments and they are the following

There was no popular demand for introducing compulsory primary education in the country.

As such, the people of the country were not prepared to accept compulsion.

The local Governments were not in favour of it.

The local bodies were not willing to levy educational cess.

A section of the educated Indians were not supporting the Bill.

There was still scope for extension of primary education on voluntary lines based on the system of grants-in-aid.

GOVERNMENT OF INDIA RESOLUTION OF 1913 ON EDUCATIONWhile rejecting Gokhales bill of 1911, the Government promised to extend recurring and non-recurring grants to primary education as it could not ignore the growing popular demand for the spread of primary education. The education department had declared the new policy in the form of Government of India Resolution on February 21, 1913 covering primary, secondary, higher and women education. The major provisions of the Resolution may be summarised below

Primary Education:

There should be sufficient expansion of lower primary schools, where along with instruction in the three Rs children should be taught drawing, knowledge of the village map, nature study and physical exercises.

Simultaneously, upper primary schools should be opened at the proper places and if necessary, lower primary schools should be raised to the status of upper primary schools.

Local Boards schools should be established in place of private aided schools.

Moktabs and Pathsalas should be adequately subsidised.

The inspection and management of private schools should be made more efficient.

In most parts of India, it may not be practicable to prescribe a separate curricula for rural and urban, but in the urban schools there is sufficient scope forteaching geography and organising school excursions etc.

The teacher should have passed vernacular middle examination and received one years training.

Provision be made for refresher courses for the teachers of primary education during vacations.

A trained teacher should get a salary not less than Rs. 12 per month.

The number of students under one teacher should generally range between 30 and 40.

Improvement should be made in the condition of middle and secondary vernacular schools and their number should be increased.

Schools should be housed in sanitary, spacious but in inexpensive buildings.

Secondary Education :

The state should not completely withdraw from the sphere of secondary education.

Further establishment of state institutions was proposed to be stopped.

Existing institutions should continue to serve as models and proper grants-in-aid should be sanctioned to private institutions.

Improvement in the mode of examination and curriculum was also recommended.

Women Education :

Emphasis was laid on the education of woman too. Suggestion were put forth concerning special curriculum of practical utility for girls and it was also suggested that too much importance should not be attached to examination in the examination of girls.

Number of women teachers and inspectors also should be increased. Thus, through the resolution, the Government of India desired the widest possible extension of primary education on a voluntary basis. The resolution also took a liberal attitude towards secondary and university education. But the outback of the First World War in 1914 delayed the implementation of the resolution of 1913.