The document discusses the development of the education system in India following the Charter Act of 1813. Some key points: 1) The Act allotted Rs. 100,000 annually for education revival in India and allowed Christian missionaries, leading to expansion of schools. 2) It sparked debate between Orientalists, who favored traditional Indian education, and Anglicists, who advocated Western-style schools using English. 3) In 1835, the Anglicist view was accepted, and many schools adopting the Western model were established across India. 4) Other individuals and organizations also started schools, improving literacy though the medium of instruction remained controversial.

2. Harish Rawat
Kamal Krishna
Prabhat
Ravindra
Vikash
Vipin Negi
Yogendra Singh Rawat

3.  Native system of education was followed in the Indian sub continent.
 The Hindus and Muslims had their own educational institutions.
 The pathsalas were the educational institutions of the Hindus and the
instruction was provided by Pandits in Sanskrit.
 In Mosques Muslim Maulvis taught Persian and Theology.
 The Religion was linked with the educational institutions of the Hindus and
Muslims.
 In 1781 Warren Hastings established Calcutta Madarssa,
To qualify the sons of Muslim gentlemen for the responsible and lucrative
offices in the state. Here Theology, Logic, Rhetoric, Grammar Law, Natural
Philosophy, Astronomy, Geometry and Arithmetic were instructed.
 In 1785 Sir William Jones with the assistance of Warren Hastings established
the Bengal Asiatic Society in order to encourage the Historical Researches.
 In 1792 at Banares Sanskrit School was started by Johnathan Duncan.
 It's main aim was to qualify the sons of the Hindus and supplying them as
assistance to the European judges.
 Missionaries and various religious groups had brought some basic education
non-officially to the Indian masses.

4.  They did not allow the missionaries for the propagation of
the religious education to the common people in India.
› Reason :
 They felt that the missionaries would encourage the religious
sentiments among the people in India that could affect the
business policy and the diplomatic role of the East India
Company.
› Result:
 Thus, it created an agitation against the East India Company
that the Company was opposed to the teachings of Christ and
neglected to provide education for the Indians.
 Interestingly, the agitation was supported by many in
England and ultimately made a conclusion by introducing
an education clause which is known as Charter Act of
1813. Hence, this Act ultimately made a State system of
Education in India.

5.  The East India Company Act 1813, also known as
the Charter Act of 1813, was an Act of the Parliament
of the United Kingdom which renewed the charter
issued to the British East India Company, and continued
the Company's rule in India.
 The Act expressly asserted the Crown's sovereignty
over British India.
 It allotted Rs 100,000 to promote education in India.
 Christian missionaries were allowed to come to
British India and preach their religion.
 Financial provision was also made to encourage a
revival in Indian literature and for the promotion of
science.

6.  A sum of not less than Rs 100000/- (Rupees One Lac)
each year shall be set apart for the revival and
improvement of literature and encouragement of the
learned natives of India, and for the introduction and
promotion of a knowledge of the science among the
inhabitants of the British territories in India. But the Act did
not clarify whether the money was to be spent on western
education or Indian education.
› Result :
 First time in the Indian soil; official money of rupees one
lac was allotted to expand the education of the Indians.
 Compelled the East India Company to accept
responsibility for the education of the Indian people.
 As a result, from 1813 to 1857, the company opened many
schools and colleges under their control which laid the
foundation of the English system of education in India.

7.  Although it was the first act a, yet it had created a controversy between the Orientalist
¼izkP;oknh½ and Occidentalist¼ik'pkR;oknh½ on
 the medium of instruction
 objectives of education
 Methods for improvement of literature of the learned natives in India.
› Orientalist ¼izkP;oknh½
 Mostly senior and experienced officers of East India Co.
 Favour with Sanskrit, Hindi and Arbi languages
 India Literature, Knowledge and Science
 General knowledge of Western knowledge and science
 The native type of education and the instruction through the vernaculars were advocated
by the orient lists. H.H. Wilson headed this group.
› Occidentalist¼ik'pkR;oknh½
 Young officer of East India co. and missionaries.
 Favour with English language.
 Knowledge of western languages and literature.
 Compulsory education of Christian Religion.
 Macaulay was the leader of this group and they were called as Anglicists.

8.  Orientalist ¼izkP;oknh½ Logics :
 According to Prinsap - Indians are not competent to learn the western
languages, literature knowledge and science.
 According to Wilson - Indian may against Britishers.
 Indian will become equal to Europian.
 If they know the western literature, language, knowledge and science they
will throw the British Rule.
 Occidentalist¼ik'pkR;oknh½ Logics :
 According to Raja Ram Mohan Roy – Indian will know the latest knowledge
and science and develop themselves.
 Western culture can be developed in India.
 Person may be prepared for trade and administration work.
 People may follow Britishers but will be Indian by birth.
 In 1835, Lord William Bentick solved this controversy and he accepted the
Anglicists' view points.

9.  Given stress on allotting the one lakhs rupees only; no specific regulations were granted
for establishing the schools and colleges in India.
 Aims: Regarding the aims of education during that time, groups of people had different
opinions.
 One group preferred the propagation of oriental literature,
 Other group stressed the need to introduce western literature among the Indian
people.
 Organizing : In terms of agencies to be employed.
 That missionaries should be an agency for educational management
 Will be better if Indians themselves played the role for conducting the educational
institutions.
 Recommended the establishment of the schools by the company itself.
 Medium of instruction there were also three opinions.
 Western sciences and knowledge should be promoted through the classical language
as a medium of instruction, namely Sanskrit and Arabic.
 Favoured to the modern Indian language
 Education should be given through the medium of English.
 Methods of education.
 Education always filters down from the upper classes of the society to the common
masses. It was known as ‘Downwards Filtration Theory’.
 The company should themselves take the responsibility for educating the masses.

10.  Europian Christian Missionaries are
permitted openly to come India and
resulted fasten the expansion education
and Christian religion.
 Inspiring that many non missionaries
organisation established and help to
develop the education system in India.
 Due to non policy it was not benefited as
should be.

11.  Bengal region :
 In 1817 Bestist Missionaries - ‘Shirampur College’
 Proper arrangement for education of Western Languages, Literature, Science
and Knowledge and made the centre for religious publicity.
 During 1814-1818
 Church Missionaries Society - 26 School in Chinsura.
 Landon Missionaries Society - 10 school in Vardhman and Bishap College
in Shivpur in 1820.
 Bombai region :
 In 1815 American Mission - school for boys and in 1824-26 9 school for girls.
 In 1829 Scotch Missionaries (Dr. Wilson) - school for Girls and in 1832 for
boys.
 Landon Missionaries Society - many school in Gujrat and Konkarn.
 Irish Pravsterian Missionaries Society - schools in Kathiawarh region.
 Church Missionaries Society - in Bombai, Thana, Nasik and Surat.

12.  Madras region :
 In 1815-1830 Church Missionaries Society - 107 schools.
 In 1817 Isai Jan Pracharak Samity - 9 school.
 In 1819 Vaslien Mission - 2 School.
 Many more Schools - in Koyambatoor, Vishakhapatnam,
Billari, Kumbhkoram, Chittoor and Selam.
 Other region :
 Some schools - in Ludhiyana, Jaunpur, Banaras, Ajamgar,
Agra, Mathura and Merrut.
 5 Schools of ‘Lanka Strian System’ - in Ajmer City.

13.  Raja Ram Mohan Roy :
 In 1817 established ‘Hindu College’ in Calcutta for High quality English
education for Hindu Religion people.
 In this college the education of Bangla, Sanskrit, English, History,
Geography, Math and Astrology subjects in English medium.
 In 1817 Forms ‘Calcutta Samaj’ for providing low cost books and study
materials.
 In 1819 forms ‘Calcutta Vidyalaya Samaj’ through which 115 schools
were opened.
 Shri Jai Narayan Ghosal :
 In 1818 donated Rs 20000/- and established ‘Jai Narayan School’ in
Banaras.
 In this School Sanskrit, Hindi, Bangla, Persian and English languages
education was arranged including History, Geography and Maths.

14.  Pandit Gangadhar Shastri :
 By donating Rs 150000/- converted the ‘Agra Sanskrit College’ in ‘Agra
College’
 Made arrangements for English language and western literature
including Sanskrit language and Literature and western knowledge and
science.
 East India Company:
 According to Charter Act 1813 Made full freedom to Christian
Missionaries.
 Established ‘Puna Sanskrit College’ with the help of part of donation fund
which were being donated to Dakshin Branhmins.
 To satisfy Dakshin Branhmins.
 To arrange English Language and Literature, western knowledge and Science
including Sanskrit Language and Literature.

15.  A separate fund was allotted for Rs 100000/- first time in Indian History
of Education.
 A no. of Schools were opened by Christian missionaries for Boys and
Girls in All part of India.
 Introducing English medium had some advantage from the view points
of the Indian.
 could get government jobs.
 it brought the Indians in contact with the western sciences and
literature. It widened their mental horizon.
 English became the "Lingua Franca" of educated Indians and
thereby helped in the development of nationalism in the long run.
 Lord Harding passed the resolution of 1844 to preferred the people
educated in the western science and English language. Public
employment this created economic interest in the study of English
language.
 Many non Christian Missionaries were also came forward and opened
many schools.
 The education was available in regional languages including English.

16.  The literacy was only about 7% and increased to 14% in 1947 with
the total educational expenditure was just about Rs. 570 million
 In 1947 we had 218165 Schools and 17748802 enrolments.
 17 universities & 636 colleges with 238,000 students
 5,297 secondary schools with 870,000 pupils
 12,843 middle schools with two million pupils
 1,72,661 primary schools with fourteen million pupils.
 Free education for poor children.
 Scholarship motivated many children for higher education.
 We could establish ourselves in world map in terms of Science and
technology.
 Our children could get chance to study in abroad top class
universities.
 All caste of all religion could get education and uplifted their status.

17.  Proportion of Enrolment Of Scheduled Castes to Total
Enrolment in 1960 could reach 10.4 %
 Proportion of Enrolment Of Scheduled Tribes to Total
Enrolment in 1960 could 4%
 New interesting teaching systems were introduced.
 After learning English Indian could get the Job in British
Government.
 After getting job in British Government the Indian could
get freedom by knowing their strategy.
 Trained teachers were provided for education.
 Good qualities basic amenities were provided in the
Schools.
 Discipline was maintained in the schools.
 Higher education institution were promoted.
 Emphasis on Women Education.

18.  Hkkjrh; f'k{kk dk bfrgkl] fodkl ,oe~
leL;k,¡ ¼jeu fcgkjh yky ,oe~ d`’.kk dkUr
“kekZ½
 Wikipedia
 Planning Commission of India
 POLICY AND PERFORMANCE IN INDIAN
EDUCATION (1947-74) By J. P. NAIK, Member-
Secretary,Indian Council of Social Science
Research, New Delhi
 Education scenario and needs in India: Building
a perspective for 2025 by Suman Sachdeva