K J SOMAIYA COLLEGE OF EDUCATION

Class: SYB.Ed

Academic year: 2021-2023

Teachers In charge: Mrs. Takshashila Jadhav

Topic: Macaulay's Minutes & Wood’s Despatch

ModeOf
Offline (Classroom 609)
Presentation:

1. Anushia Anthony (18010121001)

2. Hancy Thakkar (18010121061)
3. Vrushti Thakkar (18010121063)
Participants
4. Geetanjali Chaudhary(18010121006)
& Role: 5. Harsha Maheswari (18010121027)
6. Prachi Nagda (18010121074)
7. Yamini Seth (18010121046)
 Macaulay's minutes and wood's despatch writeup

Introduction (Anushia)

The Educational policies during the British era. can be divided into two.

● The educational policies before British rule (1857),

● The educational policies after British rule. (1857)

When Britishers came to India, in the early 1600’s. And at that time, The Gurukul system, then called as
Patshalas, The buddhist education institutes and the madrasa and Maqtabs were the primary education
institutions. For initial 60-80 years the Britishers were not interested in the education in India, then there
were few individuals who showed interest in the education of the Indians.

In the year 1784: Asiatic Society of Bengal was founded by William Jones to understand and study the
history and culture of India. During this period Charles Wilkins translated Bhagwat Gita to English.

In the year 1791: The resident of Benares, Jonathan Duncan founded the Sanskrit college for the study of
Hindu laws and philosophies.

In the year 1800: Governor-General Richard Wellesley founded the Fort William College in Calcutta to
train the civil servants of EIC in Indian languages and customs. But this college was closed in 1802 due to
disapproval of the British administration in England on Indianising the English civil servants.

The Charter Act of 1813 was the first act passed by the British Parliament in regards to education in India.
This was also called the East India Company Charter Act.

● This act set aside an annual sum of Rs.1 lakh to be used in educational institutions in India.
● The act also provided financial grants towards the revival of Indian literature and promotion of science.
● Another important feature of this act was that the Christian missionaries were granted permission to
promote English and spread Chritianity in India.

According to the act a sum of 1 lakh was set aside, but the money was not released for a long time due to
ideological conflict that arises between the members of the parliament. At this time, two groups were
formed, the oriental and the occidental. Sir Warren Hasting, a British Governor who loved India more than
his own country, led the oriental group. He was of the opinion that medium of instruction in the educational
institutions should be Sanskrit Arabic and Urdu, He also was of the opinion that literary pieces from
eastern literature like Arabic, Sanskrit and Persian should be taught in all institutions. The other group was
called Occidental and this group was led by Lord William Bentick. The members of this group strongly
believed that the medium of instruction should be English and European literature should be taught in the
schools. At this point, some Indians were also in favour of the Occidental group. These were the Indians
who were already in a position in the British administration. They understood the privileges that came with
English, hence they favoured English more than the regional language. They were also of the opinion that
the Western education was superior to Indian Education.

This controversy between the two groups hindered modern education in India for a long time, until Lord
Macaulay was brought to India to solve the problem.

Thomas Babaington Macaulay (Harsha)

Thomas Babington Macaulay was born on 25th October 1800 in England. he has done his education from
Trinity College Cambridge. he was a historian, politician, otter and chairman of general committee. he was
widely regarded as the primary architect of transition to style the education system

So on 10th June 1834 he arrived in India as a law member of the governor general and then he was also
appointed as the President of the committee of the public institution. So Lord Bentinck called him to India
and he had given him the task to solve the dispute between the two groups orientalist and occidentist. it
was a conflict of the Vernacular medium and English education

Macaulay's minutes

He commented on Indian education. He said that it was old and ancient. But he even praised the people of
our country he said that he did not see anyone as a beggar. he also said the people are high on values and
morals he only wanted English by taste opinion and moral but Indian by blood and colour

Spend only on western education

● Macaulay wanted that the government should spend money only on western education and not on
Oriental education
● he also commented that the grant in aid system should be stopped and the amount should be used in
spreading English education in India
● No money or funds should be spent on the the printing of Oriental works such as any book in the
language of Arabic Urdu and Sanskrit
● Indian Learning was at a lower level than European learning according to Macaulay

Downward Filtration Theory ( Prachi Nagda)

● Downward Filtration Theory is a theory proposed by Lord Macaulay in his famous Macaulay's
Minutes of 1835, which were submitted to the then Governor General of British India.
● The downward filtration theory was a remedy for the issue British India had in putting the new
education strategy into practice.
It suggested that the remedy was to educate a small group of people who would then disseminate the
 knowledge to the general public. In this manner, the knowledge would be given to the person who will
spread it to the whole public.
● Actually, Macaulay was tasked with researching the true origins of the Oriental-Occidental
Controversy, which dominated the educational landscape between 1817 and 1833.
● However, a schism between two groups, the orientalists and the occidentals, created some
impediments to the smooth operation of the country's educational system.
● The disagreement was over the medium of instruction and the content of the syllabus. This
oriental-occidental conflict had to be resolved in order for modern education to be implemented
effectively in India.

According to the theory, the solution was to impart education to a handful of people who will spread the
knowledge to the masses. This way the knowledge would be transferred to the favourable person who will
likely further distribute it to the masses.

During the British rule in India the downwards filtration theory was adopted in the country. Filtration
means coming from something to the bottom from the top. Thus the filtration theory in education meant
coming down of education or knowledge from the top to the bottom, i.e., from the higher class people to
the lower classes or the general people.

Downward Filtration Theory was introduced to spread English knowledge in India so that the Britishers
can easily rule over the country. So they decided to teach English to a small group of people who are loyal
to them. Now, these people were responsible for transferring knowledge to a large number of people. This
way English was spread all over the country which solved the problem of language in British India.

Reasons for Adoption of Filtration Theory

● The British rulers needed various types of employees to run the business and the government.
● The educated people educated on British lines through English medium would get higher posts in
government services and then naturally they would use their influence in controlling the masses from
going against the government rule.
● After educating some people, the responsibility of educating the masses could be left to them.

Effects of Filtration Theory

● The immediate aim of getting the people educated to run the various jobs in the administration was
fully achieved.
● The ultimate aim could not be fulfilled as the educated persons were cut off from the common
masses. The common people began to look upon the educated classes as the favoured children of the
British Government.
● The higher and richer classes began to copy British food, taste, behaviour and manners. They become
more and more self- centred and a great
● Too many English educated people came out in the field and it was impossible for the government to
give them suitable employment according to their expectations.
● People of higher class were recruited to English posts and some of them were introduced in higher
administration as well.
● people came to know about various things happening around the world in the 18th and 19th century.
They came to know about various freedom movements of the USA and France, given a sense of
freedom from the British.
● Spreading of education was done by various Christian Missionaries, they could influence only the
people of lower class and most of the people were unaffected by missionaries.

The causes of failure of Downward Filtration Theory were:

● Too many English educated people came out in the field and it was impossible for the government to
give them suitable employment according to their expectations.This situation led to unemployment. To
end their unemployment, these persons opened some schools in the Western pattern. Thus a number of
new English schools sprang up and the educational need of the people was met upto some extent.
● The introduction of education to upper classes created a feeling of self-respect, national honour and
independence in them.These re-awakened persons could not be tempted by Government services and
they took a vow to fight for national independence. For regenerating the people these enlightened
persons began to spread education. Thus education ultimately reached the people.
However, the filtration theory continued its impact till 1870 somehow or other.

Lastly we may conclude that under the influence of English education, Indians came in contact
with the Western political systems, experienced the democratic practice and became conscious
about their duties and responsibilities for the future. It helped Indians to achieve success after
the departure of English people.

WOOD’S DESPATCH (Yamini)

Who was Charles Wood?-

● Charles Wood, was the 1st Viscount, born on 20 December 1800

● Charles Wood was the President of the Board of Control of English East India Company
from 1852-1855.
● He had also been the Secretary of the state of India.
● He had a great impact on disseminating education in India
Events that led to Wood’s Despatch-

● Charter of EIC has to be renewed after every 20 years

● During 1853, Education in India suffered numerous problems
● In 1853, British Parliament constituted a Selection Committee to enquiry the Progress of
education

In 1854, Charles Wood sent a despatch to Lord Dalhousie, the then Governor-General of India.
Wood’s despatch suggested that primary schools must Adopt vernacular languages. Through
the despatch, he also suggested that high schools use anglo-vernacular medium and that
English should be the medium for college-level education. Hence, the Wood’s Despatch is
considered as ‘Magna-Carta’ of English Education in India.

Charles Wood wanted to-

● To provide Indians with Western knowledge and information about Western culture.
● To educate Indian natives in order to create a class of public servants.
● To encourage intellectual development while also improving the moral character of the next
generation.
● To improve the practical and vocational skills of Indians so that more and more articles can
be produced, as well as to create a good market for the consumption of those goods.

Features of Wood’s despatch-

1. Primary Education- Vernacular languages were to be promoted. The Education Department

was to be set up in every province. At least one government school will be opened in every
district. There was Systematic method of education
2. Higher Education- Universities on the model of the London university are established in big
cities like Bombay, Madras and Calcutta. Along with presence of Systematic method of
education
3. Women’s Education- Charles Wood promoted female education on all levels.
4. Hierarchy in education was systemised- Primary schools were in villages (Bottom) where
mother tongue/native language was to be used. Anglo-Vernacular High Schools were
present after the primary section. Affiliated colleges were present at district level. Affiliating
universities were present in the presidency towns.
5. English Education- English was made the medium of instruction for higher studies
6. Vernacular Education- Vernacular languages (spoken by the common masses) to be
promoted at primary level
7. Teachers’ training- Promotion and stress on teachers’ training at all levels
8. Secular Education to be promoted
9. Grants-in-aid to encourage private enterprise.
10. Mother tongue language- He also recommended training of Indian natives in their mother
tongue language along with English
11. Vocational training- Encouragement of professional education to control unemployment

Impact of Wood's Despatch (Geetanjali)

The following developments were reflected post-Charles Wood’s Despatch:

1. Bombay, Madras and Calcutta universities were set up in 1857
2. In all provinces, education departments were set up
3. Bethune School (founded by J.E.D. Bethune) was started for women education
4. Agriculture Institute at Pusa (Bihar) and an Engineering Institute at Roorkee were started
5. British India witnessed rapid westernisation of the education system with European
headmasters and principals in schools and colleges.
6. Private Indian educators appeared

Critical Analysis

1. The Dispatch, in reality promoted Western literature and knowledge and government offices
showed preferences for persons educated in English.
2. The education planning and management schemes remained only in black and white.
3. It neglected general education. Only the privileged class received education.
4. Indigenous schools remained neglected. Priority was given to people educated on English
patterns with regard to government posts.
5. The system of grant-in-aid did not operate in the proper sense, i.e., there was always the
paucity of funds, the irregularity of their release and biassed attitude towards the privately
managed schools.
6. The Wood ‘s Despatch had a partial attitude towards the Christian missionaries; Christian
religious books were easily made available to the students, in the libraries.
7. The three universities were modelled on the London University and the Government ‘s policy
of nominating members to the senate was biassed. Therefore, higher education was not related to
Indian conditions
8. The Despatch succeeded in only producing a class of clerks and accountants.
9. Wood ‘s Despatch could not remove the imbalance in the Indian education system. The rich
people sent their children to English medium schools and the government gradually stopped
financial aid to the indigenous schools and so the existence of these schools became jeopardised.
It failed to develop character initiative and leadership among students.
Failure of the Wood’s despatch as a charter:
1. Had the recommendations offered by the Despatch been followed completely without any
deficiency the foundation for a national system of education would have been laid. But
unfortunately this was not done.
2. Between 1854 and 1882, the Education departments were established in all provinces. In
spite of this, the departments did not promote the interest of education.
3. The system of grant-in- aid did not operate well because of the inadequacy of grants and the
irregularity of its release.
4. Primary education also did not make much headway. The Government had paid little time
to attend primary education. The funds were inadequate, and the money raised through
educational cess was diverted to other channels.
5. The university education could not be improved because the universities remained for a
long time examining bodies. No teaching was done, no chairs were formed.
6. English remained as the medium for teaching in schools and colleges. Indian languages
could not find any place in higher education and were neglected.
7. The Despatch failed to place emphasis on character, initiative and leadership among
students.
8. The despatch is said to have adopted the policy of religious neutrality. It declared that there
would be no religious instruction and for an appointment to a government post one’s
religion would not be a bar. But the Bible remained in the libraries of the colleges and
schools. The inspectors during their periodical visits did not adhere to the removal of
religious instruction imparted. Christianity was indirectly forced upon the pupils
9. The system was fitted to answer the needs of the British people and the British government
in India Ltd.

Comparison between Macaulay's Minutes & Wood's Despatch (Hancy and Vrushti)

Macaulay's Minutes: (Vrushti)

a. Promotion of European literature:

The council believed that the British government's main goal should be to promote European
literature and science among Indian natives, and that all funds appropriated for educational
purposes should be spent solely on English education.
b. Abolition of native colleges or schools:
The council wished to eliminate any native college or school, notwithstanding the fact that the
native population appeared to be willing to take advantage of the benefits. All existing teachers
and students at all schools under the committee's supervision should continue to receive their
stipends, it was proposed. No stipends shall be given to any student who may enter any of these
institutions in the future; and that when any professor of oriental learning vacates his position,
the committee shall report to the government the number and state of the class in order for the
government to decide whether it is necessary to appoint a successor

c. Cessation of financial assistance:

The governor General-in-Council has learned that a considerable sum has been increased by the
committee on the printing of oriental works, and His Lordship-in- Council commands that no
share of the money shall be used in this manner in the future.

d. English as a medium of instruction:

His Lordship-in-Council directs that all funds raised as a result of these reforms be made
available to the committee. His lordship-in-council requests that the committee be employed in
imparting a knowledge of English literature and science to the native population through the
medium of the English language; and His lordship-in-council requests that the committee submit
to government, with all exposition, a plan for accomplishing this purpose.

e. Divides the society

Macaulay’s Minutes caused the creation of two groups of people as educated and uneducated.
The upper class people never helped the lower class people in gaining better education and
improving the quality of their life.

f. No education for women

Post vedic period women were deprived of education. Macaulay’s minutes was responsible for
bringing renaissance in Indian history by giving stress on English as medium of instruction but
forgot the issue of women’s education which was responsible for the upliftment of women.

g. Downward filtration theory

The downward filtration theory was suggested by Macaulay in his Minutes of 1835. It was a
solution to the problem faced by British India in implementing the new education policy.
According to the theory, the solution was to impart education to a handful of people who will
spread the knowledge to the masses. This way the knowledge would be transferred to the
favourable person who likes further distribution to the masses.
Wood’s Despatch: (Hancy)
a. Importance of Indian literature and culture: The Despatch recognized the importance and
utility of Indian literature, culture and knowledge. It recommended the inclusion of Sanskrit,
Arabic and Persian language and literature in the curriculum along with the western knowledge.

b. Establishment of Universities:
The establishment of universities in the three Presidency towns of Calcutta, Bombay, and Madras
was recommended by the Despatch. The universities were to be modelled after the University of
London. To promote western culture and create a working class of people.

c. Grant-in-aid System: The Despatch proposed the sanction of grant-in-aid to the Indian
educational institutions for increase in teacher’s salaries, scholarships,libraries, construction of
buildings etc. Following types of educational institutions were declared eligible for grants:

1. Institutions following the rules and regulations enforced by the government and which were
prepared to get them inspected by government inspectors.
2. Institutions run very well by private institutions.
3. Institutions free from the communal feelings and not observing distinction of caste,
community and creed.
4. Institutions charging fees from the students.

d. Indian languages as medium of instruction:

Charles Wood also recognized Indian languages as the medium of instruction along with
English.The Despatch recommended that owing to the shortage of books in Indian languages, the
medium of instruction should be English. But English should be needed for those people who
have proper knowledge and taste for English and are able to understand European knowledge
through this language. Other Indian languages should be used.

e. Policy of religious neutrality Policy of religious neutrality: The Despatch directed the
company to follow a policy of religious neutrality. No man’s religion was to stand in the way of
securing an appointment under the Government. Moreover, no religious instruction should be
imparted in educational institutions. They were to be exclusively secular. The Dispatch took
active steps for the encouragement and expansion of public education. By giving a universal
character to education, the Despatch abolished the filtration theory. Thus education was not
confined to a higher class of people alone, instead its doors were opened for all.
f. Education of women
In Wood’s Despatch, much emphasis was given upon women's education. The Despatch
recommended that the education ladder would be incomplete without women education. It
appreciated the work of enlightened Indians engaged in this sacred job. For example Bethune
school.

g. Beginning of Red Tapism :Establishment of their department of education meant the

beginning of red tapism. Higher posts were reserved for the Britishers in this department and
subordinate posts for the loyalist Indians. Expectation of moral behaviour from them, therefore,
was a distant dream. Government jobs were only provided to those who could write and
communicate in fluent English. THis created a lack of confidence in those who came from
vernacular language based schools. The impact of this can be seen in Indian society even today.

Conclusion (Anushia)

Both Macaulay’s minute and Wood dispatch laid the foundation for English education in India.
After Independence attempts were made by the government to change this and focus more on
education in regional language or mother tongue, but all of these attempts have failed since
colonialism. Several policies like NEP 1986 which talks about the 3 language formula, plan of
action 1992, NCF 2005, RTE 2009 have highlighted the importance of mother tongue in
education. However, they did nothing to fill the quality gap between English-medium schools
and non-English medium schools. Now, NEP 2020 also recommends the medium of instruction
to be in the mother-tongue or regional language in primary classes. But English is still a
dominating Medium of instruction in India. We as a society still incline more towards English.
English is important too as it has become a language that will help us put ourselves at the
international stage and up keep up with the globalised world that we are in today. So for sure, we
cannot completely ignore English, but we should also pay equal attention and equal effort to
learn our own regional and mother tongue too.