WOOD`S DISPATCH

 In 1854, the policy of education was given a new direction by Wood`s Dispatch, authored by Charles Wood. The dispatch set forth a comprehensive scheme of education in India. It recommended the setting up of a network of educational institutions in the country. It made a provision of education from primary to university level. English was made the medium of instruction for western knowledge and sciences. It was felt that the time had come for the establishment of universities in India. Departments of education were set up in the province in 1854. In 1857, universities were set up at Calcutta, Madras and Bombay on the lines of London University.

After 1854, the company dedicated to improve the system of vernacular education in India. It felt that this could be done by introducing order within the system establishing rules and ensuring regular discipline. I appointed a number of government Pandits, each in charge of looking after four to five schools. The task of the Pandit was to visit pathshalas and try to improve the standard of teaching. Each guru was asked to submit periodic reports and take classes according to regular time-table. Teaching was now to be based on text books and learning was to be tested through a system of annual examination. Students were asked to pay regular fee, attend regular classes, sit on fixed seats and obey the new rules of discipline.

The new system was quite different from the earlier ones. The aims of education had to match the needs of the colonial empire. In the earlier system, the salaries of the teachers were paid by the community they served. Now, they became government servants. Earlier the teachers selected the texts to teach according to the needs of the community. Under the colonial system, the teachers had no say in the curriculum. Passing the examination conducted not by the teacher but by the government became the main goal. Teachers often felt intimidated by visiting school inspectors.

From the beginning, the parents who sent their children to English schools believed that there would be a conflict between them and their children. They often blamed the educational system for their child`s behavior. Many people started believing that this education was not good for one`s character. British educated Indians grew up learning about Pythagoras, Galileo and Newton without ever learning about Aryabhatta, Bhaskar and Panini. Many felt embarrassed in acknowledging Indian contribution in the fields of arts and literature. Gandhiji wrote in the ‘Harijan’ that English education made Indian students, foreigners in their own country.

A major weakness was the neglect of mass education. Education was more expensive and only the rich and town people could afford it. Scientific and technical education also opened doors to rational and scientific ideas. It apread the ideas of democracy, nationalism, liberty and socialism. Education was not confined to any one caste or group. English became a medium for conversation between people of different regions especially during the freedom struggle, though a very small percentage understood English.