Calcutta University (Sadler) Commission report 1917

 

Calcutta University (Sadler) Commission report 1917

 

In 1917, the Calcutta University Commission was appointed by the Government of India under the Chairmanship of Mr. Michel Sadler, the Vice-Chancellor of the University of Leeds. So it was popularly known as the Sadler Commission. This Commission was appointed for the purpose of making recommendations to reform Calcutta University. Although it dealt with the Calcutta University only, the problems it had studied were more or less common to the other Indian Universities. So the report of the Commission is a document of in provincial importance and it had far reaching consequences upon the development of University in India as a whole.

 

The Commission came to the conclusion that the University system itself, particularly in Bangal, was “fundamentally defective in every aspect”. The number of students was “too great to be efficiently dealt with”. The colleges were “generally too meagerly staffed and equipped to be able to do justice to their students”. The courses of studies were “too predominantly literary in character and too little varied to suit varied needs”.

 

The administration was “unsatisfactory and ineffective as an instrument for the encouragement of learning”. On the other hand, it studied the problems of secondary education, as the improvement of secondary education was an essential foundation for the promotion of University teaching itself. Therefore, the Commission also made radical recommendation regarding the reorganization of secondary schools.

 

These may briefly be stated as under:

1. Separation of Intermediate classes from Universities and the stage of admission to the University was to be after Intermediate and not Matriculation, curriculum spreading over three years prescribed for the first degree.

2. Establishment of Intermediate colleges with the teaching facilities in Arts, Science, Medicine, Engineering, Education, Agriculture etc. These colleges might be attached to the High Schools run independently.

3.  Formation of Secondary and Intermediate Board of Education in each province, consisting of representatives of the Government, Universities, High Schools and Intermediate Colleges for the control and management of Secondary and Intermediate Education.

4. Establishment of teaching and residential University at Dacca;

5. Introduction of Honours courses as distinct from pass courses to meet the requirements of able students;

6. Formation of Selection Committee including the external expert to select Professors, Readers and Lecturers;

7.   Establishment of Inter-University Board for coordinating the work of all Universities;

8.  Appointment of a Director of Physical Education to look to the physical welfare of students.

9.  Expansion of vocational and professional education including Teachers Training;

10.  Encouragement to the Muslim students and protection of their interest;

11.   Creation of different faculties;

12. Formation of Academic Council and Board of Studies for setting academic matters relating to courses of studies, examination, research etc.;

13. Inclusions of ‘Education’ as a subject for B.A. pass and Intermediate examinations

Essential Features of the Sadler Commission

 Broadly speaking, recommendations of the Commission may be studied under the following heads:

a. Recommendations Relating to Calcutta University.

b. Recommendations Relating to All Universities in India.

c.    Recommendations Relating to Muslim Education.

d.  Recommendations Relating to Teacher Training.

e.  Recommendations Relating to Technology.

f. Recommendations Relating to Professional and Vocational Educations.

g.  Recommendations Relating to Modern Indian Leagues.

h.  Recommendations Relating to Secondary Education.

Recommendations of the Saddler University Commission

 

• In the opinion of the Saddler University Commission, it was not possible to bring about revolutionary changes in the field of higher education without making changes in secondary education. Therefore, some fundamental changes were suggested in the secondary education for the sake of improving the university education.

 

• The Saddler University Commission hence recommended that the dividing line between the university and the secondary courses should be drawn at the Intermediate examination rather than at the Matriculation and the Government should create a new type of institution called Intermediate Colleges.

 

• The curriculum of these Intermediate colleges should constitute courses related to Arts, Science, Engineering, Industrial education etc.

 

• After clearing the intermediate examination rather than the Matriculation Examination, the students would be entitled to enter the university.

 

• The duration of the degree course after the intermediate state should be limited to three years. For these two different branches was made in the Intermediate colleges. For the eligible students the provisions of honours degree and for the general students, there was the provision of Pass Course.

 

• Board of Secondary and Intermediate Education, consisting of the representatives of Government, University, High Schools and Intermediate Colleges be established and entrusted with the administration and control of Secondary Education.

 

• The commission also recommended less rigidity in the framing the rules and regulations of the universities.

 

• It also recommended the establishment of an Inter University Board for coordinating the activities of different Indian universities.

 

• Autonomous institutions were to be given more encouragement.

 

• Centralised residential-teaching universities were to be encouraged. These institutions were also to be given autonomy to facilitate their day-to-day working.

 

• Women education was to be encouraged in a big way. The establishment of a special Board of women Education in the Calcutta University besides many other facilities that would help more and more women take up course in school, colleges and Universities.

 

• Provisions of facilities was to be made for training teachers and setting up the Department of Education at the Universities of Calcutta and Decca.

 

Recommendations Relating to Calcutta University and its Problems

 

·         The Commission thoroughly examined the problems of Calcutta University and reached the conclusion that the size of the university had become abnormally large and that the number of students and colleges affiliated to it had increased too much to be efficiently dealt with under a single university.

 

·         The Commission put forth three suggestions in this respect.

.      

i.        There should be establish a teaching and residential University at Dacca;

 

ii.The teaching resources should be organized in Calcutta in such a way as to     create a real teaching University; and

 

iii.          The development of mosfussil colleges should take place in such a way as to ensure the encouragement of gradual rise of university centers at a few places by concentrating all possible resources for higher education on them.

 

2.      Recommendations Relating to All Universities

 

A.          Important recommendation on university of Education

 

  i. Intermediate classes should be separate from university and a curriculum spreading over three years should be prescribed for the degree of B.A. The stage of admission to the university was to be intermediate and not matriculation examination.

 

  ii.    Intermediate colleges should be established for the sake of completing the first stage. These colleges should conduct teaching in arts, science, medicine, engineering, education, agriculture and commerce.

 

  iii.    A separate High School and Intermediate Board should be formed in every province, consisting of representatives of the Government, universities, high schools and intermediate colleges, for the sake of managing secondary education. The Board should be made free from the control of the Department of Education.

 

 iv.    The mother tongue should be used as medium of instruction in intermediate colleges.

B.     Internal Administration and organization of Universities

The Comission expressed their general views upon the internal administration and organization of the universities as follows:

 

1)          The teachers of the universities should be given more power with a view of removing unnecessary State control over them.

 

2)           Regulations governing the working of universities should be made less rigid.

3)          Provision should be made for the institution of Honours courses, as distinct from Pass course for the sake of abler student.

4)          The duration of degree course should be three years after the intermediate stage.

5)          For the internal administration of university, a representative court in place of Senate and small Executive Council in place of the syndicate should be setup.

6)          A special commite should be constituted for making appointments to Professorships and Readerships. The committee should include external experts also.

7)          An Academic Council and Board of Studies be set up to settle academic question pertaining to courses of study, examination, degrees and research work etc.

8)          Different faculties should be created.

9)          A full-time and salaried vice-chancellor should be appointed.

10)      A Director of physical training should also be appointed to pay attention to the health and physical welfare of the students.

11)      The Department of Education in the universities should be established and education included as a subject for B.A. (Pass) and intermediate courses.

12)      It also recommended the establishment of an inter-university board coordinating the activities of the various Indian universities.

3.      Recommendations Relating to Muslim Education.

 

1)      The Muslims should be provided all education facilities in view of their backward state in this field.

 

2)      It provided for organizing ‘Purdah School’ for the gorls up to the age of 15 or 16 years.

 

3)      It empowered the Calcutta University to institute a ‘Special Board of Women’ s Education’ and set up special curriculum according to the educational needs of women.

 

4.      Recommendations Relating to Teacher Training

The Commission recommended that the output of trained teacher should be substantially increased.

 5.      Recommendations Relating to Technology.

The Commission observed , “It is an important and indeed, a necessary function of the university to include applied science and technology in its courses and to recognize their systematic and practical study by degrees and diplomas.

6.      Recommendations Relating to Professional and Vocational Educations

The commission recommended that Universities must provoke provision for the efficient training in personnel need for the industrial development of the country.

7.      Recommendations Relating to Secondary Education.

The commission held that reform at the stage of secondary education was essential for the improvement of  university education. In this regards it made the following recommendations:

1)     Separations of intermediate classes from the universities.

2)     Establishment of intermediate colleges.

3)     Formation of separate high school and intermediate Boards.

4)     Use of mother-tongue as a medium of instruction.

·         Implementation of the Recommendations

 

There were important political developments in the country in the wake of Montagu-Chelmsford Reforms (1919) under which universities were transferred to provincial government. Besides several problems arising out of the consequences of First World War had to be given priority. Hence, the recommendations could not be put to immediate implementation. However, after the policy resolution of 1920, recommendations received attention. Several universities came in to being.

Evaluation of the Sadler Report: Fore-Runner of the New Pattern of Education 10+2+3

·         According to A.N. Basu, “The report of the Commission contains the most comprehensive and authoritative study of the Indian education system from the secondary stage to the university. It is, therefore, quite natural that they have greatly influenced the subsequent course of secondary and higher education in the country.

·         In the world of Arthor Methew, “ the report of Calcuttaniversity commission has been a constant source of suggestion and information. Its significance in the History of Indian Education has been incalculable.

·         When we look at the present education scenario, we find that some of the important features  find their mention in the Sadler Commission Report. The beginning of introduction of new pattern of education 10+2+3 in 1975 has been hailed as a landmark in the reform of education in India. It may be recalled that the 12 years of schooling and 3 years of degree course were recommended by the Sadler Commission (1917-1919). In this sense the Sadler Commission may be said to be the fore runner of the present national education structure.

·         Likewise the present emphasis on vocational education and technology education may be tracked back to Sadler Report.

 

Education in Ancient India

Education in Ancient India

Like the culture and traditions of India, the system of education also has a rich history of its own. Majorly influenced by the Hindu religion, the knowledge acquired by people of ancient times was passed on from one generation to another and is reflected even in the teachings of today.

Here we will discuss what the system of education was like during the early days of the Indian civilization.

1.      In the olden days, there was no formal education in India. A father passed on knowledge, primarily related to his occupation, to his child. Much later, two systems of education emerged – Vedic and Buddhist. The Vedic system revolved around the Vedas, Vedangas and Upanishads, while the Buddhist system preached the thoughts of the major Buddhist schools. The language of education was Sanskrit for the Vedic system and Pali for the Buddhist system.

Education during Vedic Period in India

1. Introduction

a.       The education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient systems of education were based on the Vedas and therefore it was given the name of Vedic Educational System.

b.      Vedas occupy a very important place in the Indian life. The basis of Indian culture lies in the Vedas which are four in number – Rigveda, Samveda, Yajurveda, and Atharavaveda. 

c.       Some scholars have sub divided Vedic Educational period into Rig Veda period, Brahmani period, Upanishada period, Sutra (Hymn) period, Smriti period etc but all these period, due to predominance of the Vedas, there was no change in the aims and ideals of educations. That is why, the education of these periods, is studied under Vedic period.

Salient Features of Ancient Indian Education

1. Infusion of Spiritual & Religious Values: The primary aim of ancient education was instilling into the minds, of pupils a spirit of being pious and religious for glory of God and good of man. The pursuit of knowledge was a pursuit of religious values. The life of the pupil was full of ritual acts. Prayers were common every pupil was required to perform religious ceremonies duly. He had to participate in all religious festivals. Education without religions instructions was not education at all. It was believed that a keener appreciation of spiritual values could be fostered only through a strict observance if religious rites.
2. Character Development:  In no period of the History of India, was so much stress laid on character building as in the Vedic period Vyas Samhita states, ―The result of education is good character and good behaviour. A conquest does not make a hero nor studies a wise – woman. He who has conquered his senses is the real hero. He who practices virtue in really wise. Wisdom consisted in the practice of moral values. Control of senses and practice of virtues made one a man of character. Moral excellence could come only through praticising moral values. Example was better than precept. The teacher and the taught were ideals of morality, for both practiced it all through their lives.
3.   Development of Civic Responsibilities and Social Values: The inculcation of civic virtues and social values was an equally important objective of education in India. The Brahmachari after his education in the Gurukulas went back to the society to serve the rich and the poor, to relieve the diseased and the distressed. He was required to be hospitable to the guests and charitable to the needy. After a certain period of studies he was required to become a householder and to perpetuate his race and transmit his culture to his own off springs.
4.  Personality Development: The Guru in the ancient times realized that the development of personality is the sole aim of education. Human personality was regarded as the supreme work of God. The qualities of self-esteem, self confidence, self restraint and self respect were the personality traits that the educator tried to inculcate in his pupils through example.
5. Preserving and Diffusing National Culture: Vedic culture was kept intact and transmitted through word of mouth to succeeding generations. Every individual was required to commit to memory at least a portion of the sacred scriptures. Everyone was required to serve as a medium of transmission. The members of the priestly class learnt the whole of Vedic Literature by heart & passed it on.

System of Admission during Vedic Period in India:

The system of education which was prevalent was altogether different from the present system of education. Student life in Vedic education began with upanayana, when the student goes to his chosen teacher called Acharya.

• The place of learning was called Gurukula. The ceremony was performed for three days. After the ceremony of upanayana the pupil emerges as a dwija or twice born. This upanayana ceremony, unfolds his mind and soul. After this ceremony, the pupil was called as a Brahmachari, a new and changed individual, both internally and externally, from which he began his student life.
• Learning was almost monopolized by the Brahmins. As time passed on, the other two castes, Kshatriyas and Vaishyas, were also entitled to receive education. But the Sudras in general were denied to study the Holy Scriptures.
• The home of the teacher or Guru was the centre of learning in Vedic period which was situated in natural surroundings, not artificially constituted. It was functioning in solitude and silence. The age limit for upanayan ceremony was eight years, eleven years and twelve years, respectively for Brahmins, Kshatriyas and Vaishyas.

Aims of Vedic Education

Vedic Education is not the same as religious education. Before the British arrival and decline of Vedic Education, India was ruled by the Mughals (Muslims by religion). The system existed and flourished even under their rule over 3 centuries. It points to the religious neutrality of the system. The aspect of peer learning was even praised by the British Governor of Bengal (comprised of modern day Bangladesh, West Bengal, Orissa, Bihar, and North East India). According to historian and author, Mr. A.S. Altekar, the aims of Vedic education are as under:

a.      Personality Development: In Vedic education, one’s personality was developed through self realization and self respect. The end goal was to build self awareness i.e. knowing oneself intimately. Good judgment had to be developed through practice. Daily tasks focused on physical, mental, and emotional development. Students built their personalities in a multi dimensional manner.

b.      Character Formation: Ancient Indians did not believe that intellect alone was important. Morality was equally necessary. Learning divided from morality was considered useless. Vedic education helped form character by encouraging a simple life. Students were Brahmachari (celibate) as long as they were learning. Their lives ran according to a strict schedule. Pleasures, comforts and luxuries were seen as unnecessary. Plain food, good behaviour and high ideals were encouraged. The gurus did not only teach the students but watched over their moral behaviour as well.

c.       Performance of Civic and Social Duties: The students’ responsibility to society was made clear. In the gurukul, they all lived as equals, and participated in all jobs. Their daily tasks involved cleaning and keeping their residence in liveable conditions. Their duty to the world outside their walls was also of great importance. They were made aware of the importance of being good spouses and parents. Their wealth was not to be used for their own wants, but for the good of society. They were also taught to honor the codes of whatever professions they may choose.

d.      Practical Education: Vedic education was not based solely on learning out of books. Hands on training in professions that interested the students was encouraged. They were taught the dignity of manual labour and the value of having a vocational training. Vocations included weaving, pottery and a number of other arts and professions.

e.       Preservation and Spread of Culture: A large part of the vedas is dedicated to traditions, cultures and rituals. Preservation of the literary and cultural traditions was necessary. Education was seen as the means to pass traditions to the next generation. Hence, the students were taught that they owed three debts — to the gods, to the past gurus, and to their ancestors. The students learned to serve the gods, which paid the first debt. The second was paid by learning the teachings of past intellectuals. The third debt to the ancestors was paid by raising children and educating them. Thus, all the traditions were preserved and passed on.

f.       Achieving Enlightenment: While education was used to make students productive members of society, it had a spiritual element to it. Prayers and rituals were performed both daily and at important milestones such as birth, marriage, and death. This was done to teach each student the importance of the non-physical world. The aim was to lay an equal emphasis on body and soul.

Vedic Period in India and Curriculum:

• The curriculum during Vedic period, was dominated by the study of the Vedas and Vedic literature, spiritual and moral lessons. The other subjects of teachings were philosophy, grammar, language, literature, astrology and logic.
• Physical education was also included in the curriculum. Students had to learn riding, archery, wrestling, hunting, jumping, dancing etc. Some professional and technical subjects like Ayurveda or Ciktsavidya (medicine and surgery), astronomy, mathematics, Arthashastra etc. were given due importance in the curriculum.

Vedic Period in India and Methods of Teaching:

There were mainly three steps of learning according to Vedic system. Sravana, the first step meant listening towards the texts as uttered by the teacher. By this method of education, knowledge was conserved and transmitted to the oncoming generation. The second step was Manana i.e. to internalize or to assimilate what was given to the pupil.

It is a process of deliberation and reflection on the topic. The third step was Nididhyasana (Meditation) by which truth is realised and attained. It was considered indispensable for the realization of the Supreme Reality.

The ancient system of teaching was listening (Shruti). Perception was the direct method of learning. Lecture, dialogue, debate, discussion, question-answer, sight­seeing etc. were adopted as the methods of teaching. On the whole both intuitive and empirical methods, both Yogic and Scientific methods were adopted for acquisition of knowledge and skills.

Forms of Educational Institutions in Vedic Period

1.    Gurukulas

Gurukulas were the dwelling houses of gurus situated in natural surroundings away from noise and bustle of cities. Parents sent their wards at the age of five years to nine years according to their castes after celebrating their Upanayan Sanskar. Pupils lived under the roof of their guru called ‘antevasin’ under the direct supervision of their Guru.

Gurukula as the name indicates was the family of the teacher and his residence where the students used to stay during the period of study. Gradually, the Gurukula were extended to include a number of buildings. However the institution was built up around the family of teacher. The primary duty of the student was to serve the teacher and his family. The students were like sons of the teacher and the whole institution lived like family.

2.     Parishads

Parishads were bigger educational institutions where several teachers used to teach different subjects. This may be compared to a college parishad in Upanishads, has been used for a conference of learned men, assembled for deliberations upon philosophical problems. Later on the ‘Parishads’ were set up at the places where learned men lived in good number and gradually these institutions became permanent centres of imparting knowledge. In the words of Dr. R. K. Mukherjee Parishad correspondences to University of students belonging to different colleges.

    iii.            Sammelan

Sammelan literally means getting together for a particular purpose. In this type of educational institutions scholars gathered at one place for learned discussions and competitions generally on the invitation of the king. Scholars were appropriately rewarded.

Role of Teacher and Students

In Bhartiya Darshan ‘Guru‘has significant place. It consists of two words, Gu-ru. The word ‘Gu’ indicated darkness and ‘ru’ means controller. It means to avoid darkness or ignorance. In Vedas the term achariya is used for guru. Guru is considered greatest treasure of knowledge.

 In educative process teacher and students are the two components; a teacher provides physical, materialistic and spiritual knowledge to his students. The educative process is teacher centred. Guru satisfies the curiosity and needs of his students. Guru was the spiritual father of his pupils. Gurus were taking care of their pupil in same manner as a father takes care of his son.

When a student was to become a pupil of any Guru, the recognized way of making application to him was to approach him with fuel in his hands as a sign that he wished to serve him and help to maintain his sacred fire. With ‘Upanayan’ ceremony the disciple (shishya) gained the generous shelter and patronage of his gurus. The term ‘shishya’ indicates the following qualities.

a) He is to be administered guru

b) He is able to obey his guru

c) He may be punished by his guru

d) He is be wished by his guru

e) He is to be Preached by his guru

f) He is to be treated equality

g) He is devoted committed to acquired wisdom

In the Dharam Sutra, there are rules laid down for the conduct of both teachers and pupils. The pupil was subjected to a rigid discipline and was under certain obligations towards his teacher. He should remain with his teacher as long as his course lasted and not live with anybody else.

Conclusion:

Lastly we may conclude that the Vedic education being mostly spiritual, liberal and contemplative in nature, was meant for all who were really interested, capable and dedicated and were in search of the highest truth and supreme knowledge.

Education was free of cost and the students led an exemplary life in Vedic system of education. The teacher-taught relationship was very cordial and just like the father-son relationship during Vedic period. Education was not based on caste, creed, colour or religion.