Education in India Today (An Old and Rare Book)

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A collection of essays on educational policy and reform can always provide interesting material for intellectuals and thinkers. The present compilation is no exception. The essays in this collection are written by eminent persons and touch on the various aspects of educational problems, from broad objectives of education to such details as the place of languages and examinations in the educational system. Education has always provoked discussions and debates, and it is but a healthy sign of growth that this is so. One thing which has clearly emerged in the course of these essays is the need for reforming our educational system. Most of us would agree that the objective of education is the development of the human personality, and that education must help an individual to realise his potentialities. It is good to be reminded that education is not a mere technology but a philosophy of life.

The Central Government has recently undertaken a review of the National Policy on Education with a view to giving emphasis to some of the aspects which are highlighted in these essays-the development of the potentialities of human beings, the place of productive work in the system of education, ends and means in education, examination reforms and similar other issues.

Another issue which, in my opinion, deserves serious consideration is the urgency to democratise education in our country, in other words, extend education to the masses through universalisation of literacy. The answer to our problems seems to lie mainly in the development of the individual and the need to bring all people in our country into the mainstream of life. But we must not forget that education alone cannot reform society. Programmes of educational transformation have to be accompanied by programmes of social and economic uplift. It is also necessary that the people themselves should be involved in programmes of educational reform. I do not think it is possible for the Government, universities or the Departments of Education alone to attempt this task. They can undoubtedly provide the support, the infrastructure and, where necessary, the guidance, but a large measure of involvement has to come from the various segments of community, the parents, public, students, teaching community and other sections of society.

The essays in the present collection are certainly timely they can provoke and sustain the discussions that are already current in our country, and contribute to the task of our educational reconstruction.

The present educational system in India is, by and large, the legacy of the British times with minor changes here and there. This colonial system of education haunts us even today, despite the various reapprisals and recommendations of Education Commissions, Reports etc. Restructuring the present system is an immediate necessity as it has failed to fulfil the mission of building up the national character. It is very much necessary to revitalise the system by evolving some radical concepts based on a philosophy of education which is in consonance with the contemporary needs and demands.

When the British settled in India, self-governing councils had great powers. Through this organ, the villagers ran public institutions, specially schools. Gradually the system of village republics was disintegrated due to the improper system of education, so there arose the necessity for having a medium of contact between the English and the Indians.

But the problem arose whether education in India should be given through Indian languages or through English. At last, Lord Macaulay introduced English as the medium of instruction. Dealing with the aim of teaching English in India, he wrote in 1835: "We must at present do our best to form a class who may be interpreters between us and the millions whom we govern, a class of persons Indian in blood and colour, but English in tastes, in opinions, in morals and in intellect." Under the system those who had received this English education became slowly and steadily denationalized, deIndianised and turned into 'imitation Europeans'. Lord Ronaldshay observed: "By the middle of the nineteenth century a period of intellectual anarchy had set in, which swept the rising generation before it like a craft which has snapped its moorings.