Q. Trace the course of expansion of Western and technical education in Bihar’ between 1857-1947. [67th BPSC]. Describe the spread of Western Education in Bihar between 1858-1914. [65th BPSC-2020] OR Discuss the development of Western education in Bihar from 1813 to 1947. (60-62 BPSC/2019) OR Discuss the development of western education in Bihar from 1857 AD to 1947 AD. OR Give a critical account of the development of western education in Bihar during the British rule. (44 BPSC/2002) OR Describe the growth of education and press in modern Bihar and also describe the role of education and press in National movement. (46 BPSC/2005) OR Trace the course of western education in Bihar from 1860 to 1947 with particular reference to technical education. (42 BPSC/1999) OR Critically discuss the role played by the western technical education in the economy of Bihar. (39 BPSC/1993) OR Describe the development of technical education in Bihar during the period of your study. (47 BPSC/2007)

Q. Trace the course of expansion of Western and technical education in Bihar’ between 1857-1947. [67th BPSC]

Describe the spread of Western Education in Bihar between 1858-1914. [65th BPSC-2020] OR

Discuss the development of Western education in Bihar from 1813 to 1947. (60-62 BPSC/2019) OR

Discuss the development of western education in Bihar from 1857 AD to 1947 AD. OR

Give a critical account of the development of western education in Bihar during the British rule. (44 BPSC/2002) OR

Describe the growth of education and press in modern Bihar and also describe the role of education and press in National movement. (46 BPSC/2005) OR

Trace the course of western education in Bihar from 1860 to 1947 with particular reference to technical education. (42 BPSC/1999) OR

Critically discuss the role played by the western technical education in the economy of Bihar. (39 BPSC/1993) OR

Describe the development of technical education in Bihar during the period of your study. (47 BPSC/2007)

Ans: Bihar has a glorious heritage in field of education since ancient times. It has been home to one of the oldest universities of India. Nalanda, Odantpuri and Vikramshila got international fame. But  the tradition of learning which had its origin from ancient times was lost during the medieval period. Bihar saw a revival during the later part of the British rule.
In pre-British era, the Sanskrit and Persian was the popular languages and there was 4 type of educational institutes:

• Pathsalas and Maktabs for elementary educations.
• Chatuspadi and Madrasas for higher educations.

According to survey of Adam in 1837-38, there was about 1 lakh primary school in about 15 lakhs villages in Bihar and Bengal.In modern time the western education started to spread in Bihar from 1820s-30s.

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Tracing the growth of western education in Bihar:

• For the first 60 years of its dominion in India, the East India Company, a trading and profit-making concern, took no interest in the promotion of education. Some minor exceptions were efforts by individuals which were guided by the orientalist policies-
  • In 1781, Hasting set up the Calcutta Madrasah, for the study of the Muslim law and related subjects.
  • In 1791, sanskrit college at varanasi was started for the study of Hindu law and philosophy.
• Enlightened Indians and missionaries started exerting pressure on the Government to promote modern, secular, Western education, as they thought that Western education was the remedy for social, economic and political ills of the country.
  • Missionaries thought that modern education would destroy the faith of Indians in their own religions and they would take to Christianity.
• The humble beginning can be traced to 1813 act. It directed the British government to spend 1 lakh rupees for education.
  • But even this amount was not made available till 1823 due to controversy regarding how this amount is to be spent.
• With the effort of Rajaram Mohan Roy,  Calcutta college (in 1817) was established in Bengal. It imparted english education in western humanities and sciences.
• Following the orientalist-anglicist controversy, a radical change was introduced in 1835 with introduction of Macaulay’s minutes on education. It favored to English education and directly impacted content, methodology and medium of Indian education system.
  • The limited government resources were to be devoted to teaching of Western sciences and literature through the medium of English language alone.
  • It advocated the ‘downward filtration theory‘.
    • i.e. The British planned to educate a small section of upper and middle classes, thus creating a class “Indian in blood and colour but English in tastes, in opinions, in morals and in intellect” who would act as interpreters between the government and masses and would enrich the vernaculars by which knowledge of Western sciences and literature would reach the masses.
  • Now English education attained primacy and traditional education system was adversely impacted.
• The government soon made English as the medium of instruction in its schools and colleges and opened a few English schools and colleges instead of a large number of elementary schools, thus neglecting mass education.
  • Though very few English schools and colleges were set up in Bihar. e.g. district school in Purnea, Ara, Chhapra and Biharsharif.
  • The first modern-western educational school was established in 1835 in Patna. In the same year, another Western school was opened in Purnea. And in the next year a number of District Schools were started in Biharsharif, Bhagalpur, Ara, Chhapra etc.
• In 1844- It became compulsion for applicant for government employment to posses knowledge in English. this made the English medium school more popular.
• Wood’s dispatch (1854) on an educational system was another landmark development.
  • Considered the “Magna Carta of English Education in India”, this document was the first comprehensive plan for the spread of education in India.
  • Recommendations:
    • It asked the government of India to assume responsibility for education of the masses, thus repudiating the ‘downward filtration theory’, at least on paper.
    • It systematised the hierarchy from vernacular primary schools in villages at bottom, followed by Anglo-Vernacular High Schools and an affiliated college at the district level, and affiliating universities in the presidency towns of Calcutta, Bombay and Madras.
    • It recommended English as the medium of instruction for higher studies and vernaculars at school level.
    • It laid stress on female and vocational education, and on teachers’ training.
    • It laid down that the education imparted in government institutions should be secular. The Importance of technical and commercial education was emphasised in wood’s dispatch.
    • It recommended a system of grants-in-aid to encourage private enterprise.
  • Based on it’s recommendation- one university was set in each presidency in Calcutta, Bombay and Madras.  The departments of education were set up in all provinces.
  • The ideals and methods of Wood’s Despatch dominated the field for five decades which saw rapid westernisation of education system in India, with educational institutions run by European headmasters and principals.
• 1st university in India was Calcutta university (1857).
  • Bihar was part of Bengal presidency. So, Patna college was established in 9-January, 1863. It was affiliated to Calcutta university.
• in 1863, Zila school at Deoghar, Motihari and Chaibasa.
• When education was shifted to provinces in 1870, primary and secondary education further suffered because the provinces already had limited resources at their disposal.
• Hunter Education Commission (1882-83): In 1882, the Government appointed a commission under the chairmanship of W.W. Hunter to review the progress of education in the country since the Dispatch of 1854.
  • The Hunter Commission mostly confined its recommendations to primary and secondary education.
  • emphasised that state’s special care is required for extension and improvement of primary education, and that primary education should be imparted through vernacular.
  • It also recommended transfer of control of primary education to newly set up district and municipal boards.
  • recommended that secondary (High School) education should have two divisions—
    • literary—leading up to university.
    • vocational—for commercial careers.
  • drew attention to inadequate facilities for female education, especially outside presidency towns and made recommendations for its spread.
• The next two decades saw rapid growth and expansion of secondary and collegiate education with the participation of Indians.
• In 1902, Raleigh Commission was set up to go into conditions and prospects of universities in India and to suggest measures for improvement in their constitution and working.
  • The commission precluded from reporting on primary or secondary education. Based on its recommendations, the Indian Universities Act was passed in 1904.
  • Through this act,  Government got greater control over universities in the name of quality and efficiency, but actually sought to restrict education and to discipline the educated towards loyalty to the Government.
• In 1913, under pressure of nationalist leader, government passed a resolution on education policy.
  • Though it refused to take up the responsibility of compulsory education, but accepted the policy of removal of illiteracy and urged provincial governments to take early steps to provide free elementary education to the poorer and more backward sections.
• Saddler University Commission (1917-19):
  • It reviewed the entire field from school education to university education. It held the view that, for the improvement of university education, improvement of secondary education was a necessary pre-condition.
  • The school course should be designed to prepare students for university stage.
  • Female education, applied scientific and technological education, teachers’ training including those for professional and vocational colleges should be extended.
  • And to set up professional colleges and award degree and diploma in science and technology.
• 1917 was the landmark in the history of higher education in Bihar. This year much awaited Patna university was established.
  • On the same year, Post graduated department on humanities started in Patna university.
• Based on saddler committee recommendations, in 1919, Physics and Chemistry department was opened in Patna college.
  • This department was transferred to Patna Science College when it was established in 1927.
• Education under dyarchy:
  • Under Montagu-Chelmsford reforms education was shifted to provincial ministries and the government stopped taking direct interest in educational matters, while government grants, liberally sanctioned since 1902, were now stopped.
  • Financial difficulties prevented any substantial expansion but still education grew, especially under philanthropic efforts.
• Hartog Committee (1929):
  • It recommended that only deserving students should go in for high school and intermediate stage, while average students should be diverted to vocational courses after VIII standard. For improvements in standards of university education, admissions should be restricted.
• Sergeant Plan of Education (1944):
  • It was a bold and comprehensive scheme, but it proposed no methodology for implementation.
    • It objective was to create within 40 years, the same level of educational attainment as prevailed in England.
    • liquidation of adult illiteracy in 20 years.

Higher education in Bihar:

• In 1863, Patna college was established.
• In 1886, survey training school was established. It transformed into Bihar school of engineering in 1900.
  • Graduate level curriculum was introduced in Bihar school of engineering.
  • It was further renamed as Bihar college of engineering in 1932.
  • In 2004, in became NIT-Patna.
• 1917 was the landmark in the history of higher education in Bihar. This year much awaited Patna university was established.
  • On the same year, Post graduated department on humanities started in Patna university.
• The Higher education system in Bihar as well as in the country was later highly influenced by the report of Saddler Education Commission (1917-19), which was formed to give recommendation on improving the higher education system in India.
  • The Commission recommended that the school education should be of 12 years instead of 10 years earlier.
  • Student’s should be admitted in colleges only after completing intermediate (12th) instead of matriculation.
  • The commission suggested to reduce the rigidity of government regulation over the working of universities. 
  • One of the most important recommendations of the commission was to make universities more centralised, unitary, residential and autonomous. And hence decrease the number of affiliate colleges.
  • The commission also recommended for vocational and technical education and applied science. And to set up professional colleges and award degree and diploma in science and technology.
• Based on saddler committee recommendations, in 1919, Physics and Chemistry department was opened in Patna college.
  • This department was transferred to Patna Science College when it was established in 1927.
• In 1902, an agricultural research centre and experiment farm was established at Pusa with the help and grant of am American (Henry Philips). Its aim was to improve yield by inventing new techniques of farming.
• In 1925, Prince of Wales Medical College (Now Patna Medical College and Hospital) was established.
• In 1926, Indian school of mines was established in Dhanbad.
  • In the same year, the government school of Ayurveda was established at Patna. It was granted status of College in 1947.
• In 1930. Patna veteniary college was established to improve breed etc.

Some personality and organisation also associated with education:

• With the effort of Rajaram Mohan Roy,  Calcutta college (in 1817) was established in Bengal. It imparted english education in western humanities and sciences.
• Dayanand Anglo Vedic(DAV) Schools were established by the Arya Samaj across the state. It aimed to provide western education along with revival of Vedic philosophy in English medium. 
• Brahmo Samaj established Ram Mohan Seminary in Patna.
• Christian missionaries also played a role e.g. German mission school.

Muslim education:

• Muslim education in Bihar progressed, developed and spread on the lines of Aligarh Movement, which was started by Sir Saiyyad Khan who preached Muslim masses to get Western Education along with traditional religious teachings.
• Through the efforts of Imdad Ali Khan-
  • 1872- Bihar science society in Muzaffarpur.  Second branch started in Patna in 1873.
  • 1886- Mohammadan educational society- of Patna established Mohammedan Anglo Arabic school in Patna City.
• Shansul Ulema Mohammed Hassan played most important role in spread of modern western education among Muslims in Bihar.

Women education:

• 1847- The first girl’s school, St Joseph School was established in Patna for female education.
• The Bethune School founded by J.E.D. Bethune at Calcutta (1849) was the first fruit of a powerful movement for education of women which arose in 1840s and 1850s.
• 1867- Two more girl schools was founded in Patna.
• 1914- Combined government of Bihar and Odisha formed a committee to examine issue of female education.
  • Suggested to extend the girl schools of Bankipore and Cuttack upto intermediate standards.
  • Also decided to set up one women college in each comissionary
• 1927- %age of girl attending school in Bihar and Odisha were only 0.7%.
• 1929- Hartong committee report of female education found out that only 1.16 lakh girls attending school out of 25 lakhs. It also reported that higher female education was very low.
• In 1940, Patna women college (first college exclusively for women) was opened in Bihar.

The British education system contributed in innovative and modern ideas and scientific thoughts and provided medium to link people from diverse region. It played an important role in emergence of Nationalism.
Evaluating British policy on education:

• Even the inadequate measures the government took for the expansion of modern education were influenced by:
  • Agitation in favor of modern education by enlightened Indians, Christian missionaries and humanitarian officials;
  • the need to ensure a cheap supply of educated Indians to man an increasing number of subordinate posts in administration and in British business concerns—thus there was an emphasis on English medium as the language of administration and of education;
  • Expand market for British goods. Wanted to create a section of people who were Indian in color and English in taste.
  • Would reconcile Indians to British rule.
  • Link between Indians and Britishers.
  • The British thus wanted to use modern education to strengthen the foundations of their political authority in India.
• Traditional system of Indian learning gradually declined for want of support, and specially after 1844 when it was declared that applicants for government employment should possess knowledge of English.
• Mass education was neglected leading to widespread illiteracy (1911—84 per cent and in 1921—92 per cent) which created a wide linguistic and cultural gulf between the educated few and the masses.
• Since education was to be paid for, it became a monopoly of upper and richer classes and city dwellers.
• There was an almost total neglect of women’s education because
  • the Government did not want to arouse wrath of orthodox sections; and
  • it had no immediate utility for the colonial rule.
• Regional disparity.
• Scientific and technical education was by and large neglected.
  • By 1857 there were only three medical colleges at Calcutta, Bombay and Madras, and only one good engineering college at Roorkee which was open only to Europeans and Eurasians.

Scientific and Technical education in Bihar:

• Seed of western technical education was sown in 1855-56 it was inspired from W.Tayor.
• T.N.B. College in Bhagalpur in 1883.
• B.N. College in Patna in 1897.
• L.S. College, Muzaffarpur- 1899.
• A significant step in terms of scientific and technical education was taken in form of Agricultural University at Pusa. It was first fully functional Agricultural University in Bihar as well as in India.
• For the first time, degree Courses in Physics and Chemistry was started in Patna College in 1919. Later in 1928, Patna Science college was established, which was exclusively for science courses.
• In 1886, survey training school was established. It transformed into Bihar school of engineering in 1900.
  • Graduate level curriculum was introduced in Bihar school of engineering.
  • It was further renamed as Bihar college of engineering in 1932.
  • In 2004, in became NIT-Patna.
• In 1926, Indian School of Mines was established in Dhanbad (now in Jharkhand) to provide education in mining technology.
• First Medical College in Bihar was established in 1925, in form Patna Medical College. It laid the foundation of medical education in the state.
• After Independence many other engineering Colleges were established, some of the most prominent ones are NIT(Patna), IIT(Patna) and many other public and private Engineering institutions.

Press:

• In English:
  • 1st english daily: Bihar Herald by Guru Prasad Sen in 1875.
  • 1881- Indian chronicle from Patna.
  • The motherland and Bihar standard in 20th century. But they were short lived.
  • in 1903- ‘Bihar times’– It was weekly and main theme was demand for separate Bihar.
  • Later in 1906- ‘Bihar times’ and ‘Bihar news’ merged to start ‘The Bihari‘.
  • ‘The Bihari’ was replaced by ‘the searchlight‘ in 1918.
    • It’s first editor was Sayyed Haider Hussain.
    • During Civil disobedience movement and Quit India movement, It acted as mouth piece of nationalists.
    • It stopped in 1986.
  • ‘Motherland’– started Mazharul Haque during NCM from Sadakat Ashram, Patna.
    • Severe criticism of the government-> faced many cases and was soon shutdown.
  • ‘The Patna times‘ was started by the first Bihar Chief Minister (then Prime minister) Mohammed Yunus.
  • ‘The Indian Nation‘ was started by Maharaja Kameshwar singh of Darbhanga in 1931.
  • Bihar government also published the news bulletin under name ‘Patna Daily news‘.
• In Hindi:
  • Growth of press in Hindi language was little tardy.
  • ‘Bihar Bandhu’ was 1st hindi newspaper published in 1872 from Calcutta. Later from Patna in 1874.
  • 1st pure Bihari hindi daily was ‘Sarbhitasi‘ in 1890.
  • In 1913, ‘Hindi Bihari‘ was started.
    • All the above three failed to gain the popular support.
  • ‘Dainik Bihari‘: It raised the issue of Indigo planter of Champaran.
  • ‘Bandi Kaidi‘ and ‘Karagar‘: Monthly magazine started during CDM by imprisoned leaders of Hazaribagh.
  • ‘Satyagrah Samachar‘ was also started during CDM.  It was soon banned.
  • ‘Munger‘- It was published from Munger during QIM and was the mouthpiece of nationalists durin QIM.
  • ‘Aryavarta‘ (1939)- It was hindi edition of ‘Indian nation’.
  • ‘Pradeep‘ in 1947- It was hindi daily of ‘searchlight’.
• In Urdu:
  • The urdu press releases were very limited in its scope. extent and circulation.
  • ‘Nurul Anwar‘- 1st Urdu daily in Bihar. It was started from Ara by mohd. Hashim.
  • ‘Sada-e-Aam’– was another Urdu daily.
• In content and character all these newspaper were nationalist.

The role of education and press in National movement:

• The Britishers had adopted ‘downward filtration theory‘ to spread the western education.
  • However, Modern ideas, if not education, did filter down to the masses, though not in a form desired by the rulers, but through political parties, press, pamphlets, public platforms, etc.
  • Modern education only helped this process by making available the basic literature on physical and social sciences to nationalists, thus stimulating their capacity to make social analysis—otherwise the content, structure and curricula of modern education served colonial interests.
• The early phase of nationalist movement from around 1870 to 1918 focussed more on political propaganda and education, formation and propagation of nationalist ideology and arousing, training, mobilisation and consolidation of public opinion, than on mass agitation or active mobilisation of masses through open meetings.
  • For this purpose the press proved a crucial tool in the hands of the nationalists.
  • The Indian National Congress in its early days relied solely on the press to propagate its resolutions and proceedings.
• The Hindu and Swadesamitran under G. Subramaniya Aiyar, The Bengalee under Surendranath Banerjea, Voice of India under Dadabhai Naoroji, Amrita Bazar Patrika under Sisir Kumar Ghosh and Motilal Ghosh etc were some prominent nationalist news paper.
• These newspapers were not established as profit making business ventures but were seen as rendering national and public service. In fact, these newspapers had a wide reach and they stimulated a library movement.
  • Their impact was not limited to cities and towns; these newspapers reached the remote villages, where each news item and editorial would be read and discussed thoroughly in the ‘local libraries’ which would gather around a single newspaper.
  • In this way, these libraries served the purpose of not only political education but also of political participation.
• In these newspapers, government Acts and policies were put to critical scrutiny. They acted as an institution of opposition to the government.
• The government on its part had enacted many strident laws, such as Section 124 A of the Indian Penal Code  which provided that anyone trying to cause disaffection against the British Government in India was to be transported for life or for any term or imprisoned up to three years.
  • But the nationalist-minded journalists had evolved many clever strategems to subvert these legal hurdles. For instance, writings hostile to the government used to be prefaced with sentiments of loyalty to the government or critical writings of socialists or Irish nationalists from newspapers in England used to be quoted.
• Many prominent nationalists like Tilak (in 1908), Gandhi (in 1922) etc were jailed and tried with sedition for their writings in press work.
• The the concerns of Peasants and workers were also raised in the press. e.g. Hindu patriot, Nil darpans wrote in favor of peasants during indigo revolt 1859. 
• As the national movement progressed the the attitude of press became more and more nationalist and anti-British.

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