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Unit 21: Problems of Secondary Education...

(1839), Zilla (district) schools were established at almost all district headquarters. There were forty Notes
such schools in 1840. By about 1852, the whole of India had 52 recognised English institutions.
Many of them developed into colleges later.
In 1853, the Charter of the East India Company was to be renewed and the need for defining an
educational policy had become apparent. This led to the emanation of the famous Despatch of
1854 from Charles Wood. It is considered the Magna Carte of Education in India. It had two important
consequences, viz,.
1. Establishment of universities in Calcutta. Bombay and Madras, and
2. Introduction of grant-in-aid system for schools and colleges.
Second Period : The Indian universities began to dominate secondary education since their inception
in 1857. The policy regarding curriculum, examination system, medium of instruction and other
vital problems began to be chalked out by university fathers who had very little of school experience

and kept administrative needs and requirements of colleges in the forefront. It may also be noted
that till 1854, secondary schools were mainly under Government or European Management. But
during this period, Indians themselves entered the field, and by 1882 the majority of schools were
under Indian Management.

The number of secondary schools reached 4122 in 1882. The main reason for this
remarkable expansion in secondary education was the keen demand for English
education, which was considered necessary for securing jobs, Government or private.
The largest increase in the number of private and unaided schools was noted in Bengal. These
institutions depended on fee in come and did not at all ask for government grants. Universities
had no administrative contral over them, so long as they satisfied the requirements of the
matriculation examination, and Education Department had no jurisdiction over them because
they did not receive any Government aids. The result was far form satisfactory. 2
The Resolution of 1904 relieved the universities of the control of secondary schools and the
responsibility of granting them recognition. But indirectly the universities continued to controls
high schools through the Entrance/Matriculation examinations.
Third Period : The Calcutta University (Sadler) Commission examined some common problems of
secondary of secondary and university education, and held that “no satisfactory re-organization
or the university system ...... Will be possible unless and until a radical reorganization of the
system of secondary education. upon which university work depends, is carried into effect. “The
Commission suggested that it is necessary to separate the control and management of education
upto the intermediate stage from the university through the following measures :
1. The formation of a Secondary/Intermediate Board. consisting of representatives of
government, universities, high schools and intermediate colleges with full power of managing
secondary and intermediate education;
2. The separation of the intermediate classes from degree colleges by instituting separate
intermediate colleges providing instruction in arts, science, medicine, engineering, education
agriculture, commerce and industry; and
3. That the admission to be university stage to take place after intermediate and not to follow
the matriculation examination. It may be noted that it was for the first time that a commission
2
suggested the transfer of intermediate classed to high schools and the need for setting up of
an independent board of education to control high schools and intermediate education.
Fourth Period: During this period a number of important reports were published. TheAbbot-
Wood Report of 1937 suggested a complete hierarchy imparting general education. A number of
polytechnics came into existence as a result of the recommendations of this Report.

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