WOOD’S DESPATCH-I854

WOOD’S DESPATCH-I854

     Wood's Despatch came to be known after the name of Sir Charles Wood, who was the President of the Board of Control, The Despatch imposed upon the Government the task of creating a properly articulated scheme of education from primary school to the University. The instruction in State schools and colleges was to be ‘exclusively secular’. 

Objects of the Organization of Educational Policy 

“Among many subjects of importance, none can have a stronger claim to our attention than that of education. It is one of our most sacred duties, to be the means, as far as in us lies, of conferring upon the natives of India those vast moral and material blessings which flow from the general diffusion of useful knowledge, and which India may, under Providence, derive from her connexion with England ......... We have, moreover, always looked upon the encouragement of education as peculiarly important, because calculated “not only to produce a higher degree of intellectual fitness, but to raise the moral character of those who partake of its advantages, and so to supply you with servants to whose probity you may with increased confidence commit offices of trust.........” 

“Nor, while the character of England is deeply concerned in the‘ success of our efforts for the promotion of education, are her material interests altogether unaffected by the advance of European knowledge in India ; this knowledge will teach the natives of India the marvellous results of the employment of labour and capital, rouse them to emulate us in the development of the vast resources of their country, guide them in their efforts, and gradually, but certainly, confer upon them all the advantages which accompany the healthy increase of wealth and commerce ; and at the same time, secure to as a large and more certain supply of many articles necessary for our manufactures and extensively consumed by all classes of our popuIation, as well as an almost inexhaustible demand for the produce of British labour.” 

Objects of Educational Policy: Diffusion of European Knowledge 

“The system of science and philosophy which forms the learning of the East abounds with grave errors, and Eastern literature is at best very delicient as regards all modern discovery and improvement” ; and concludes the discussion with the following declaration : 

“We must emphatically declare that the education which we desire to see extended in India is that which has for its object the diffusion of the improved arts, science, philosophy and literature of Europe ; in short, of European knowledge." 

The Despatch had the followmg objectives in View : 

I. To confer upon the natives of India those vast and material blessings which flow from the general diffusion of Western knowledge; 

2. Not only to produce a high degree of intellectual fitness but also to raise the moral character of those who partake of the above advantages ; 

3. To supply the East India Company with reliable and capable public servants ; and 

4. To secure for England a large and more certain supply of many articles, necessary for her manufactures and extensively consumed by her population, as well as an almost inexhaustible demand for the produce of British labour. 

Medium of instruction :

English and Vernacular Languages 

interests altogether unaffected by the advance of European knowledge in India ; this knowledge will teach the natives of India the marvellous results of the employment of labour and capital, rouse them to emulate us in the development of the vast resources of their country, guide them in their efforts, and gradually, but certainly, confer upon them all the advantages which accompany the healthy increase of wealth and commerce ; and at the same time, secure to as a large and more certain supply of many articles necessary for our manufactures and extensively consumed by all classes of our popuIation, as well as an almost inexhaustible demand for the produce of British labour.” 

Objects of Educational Policy: Diffusion of European Knowledge 

“The system of science and philosophy which forms the learning of the East abounds with grave errors, and Eastern literature is at best very delicient as regards all modern discovery and improvement” ; and concludes the discussion with the following declaration : 

“We must emphatically declare that the education which we desire to see extended in India is that which has for its object the diffusion of the improved arts, science, philosophy and literature of Europe ; in short, of European knowledge." 

The Despatch had the followmg objectives in View : 

I. To confer upon the natives of India those vast and material blessings which flow from the general diffusion of Western knowledge; 

2. Not only to produce a high degree of intellectual fitness but also to raise the moral character of those who partake of the above advantages ; 

3. To supply the East India Company with reliable and capable public servants ; and 

4. To secure for England a large and more certain supply of many articles, necessary for her manufactures and extensively consumed by her population, as well as an almost inexhaustible demand for the produce of British labour. 

Medium of instruction : English and Vernacular Languages 

“In any general system of education, English language should he taught where there is a demand for it ; but such instruction should 

 “In any general system of education, English language should he taught where there is a demand for it ; but such instruction should always be combined with a careful attention to the study of the Vernacular language of the district. and with such general instruction its can be conveyed through that language ; and while the English language continues to be made use of as by far the most perfect medium for the education of those persons who have acquired a Sufficient knowledge of it to receive general instruction through it, the vernacular languages must be employed to teach the far larger classes who are ignorant of, or imperfectly acquainted with English, This can only be done effectually through the instrumentality of masters and professors, who may, by themselves, knowing English and thus having full access to the latest improvements in knowledge of every kind, impart to their countrymen, through the medium of their mother-tongue, the information which they have thus obtained. At the same time, and as the importance of the vernacular languages becomes more appreciated, the vernacular literature of India will be gradually enriched by translations of European books or by the original compositions of men whose minds have been imbued with the spirit of European advancement, so that European knowledge may gradually be placed in this manner within the reach of all classes of the people. We look, therefore, to the English language and to the vernacular languages of India together as the media for the diffusion of European knowledge, and it is our desire to see them cultivated together in all schools in India of a sufficiently high class to maintain a schoolmaster possessing the requisite qualifications.” 

Grant-in-Aid : Gradual Transfer of Government Institutions to the Management of Local Bodies 

“The consideration of the impossibility of Government alone doing all that must be done in order to provide adequate means for the education of the natives of India, and of the ready assistance which may be derived from efforts which have hitherto received but little encouragement from the State, has led us to the natural conclusion that the most effectual method of providing for the wants of India in this respect will be to combine with the agency of the Government the aid which may be derived from the exertions and the liberality of the educated and wealthy natives of India, and of other benevolent persons. 

We have, therefore, resolved to adopt in India the system of grants-in-aid which has been carried out in this country with very great success ; and we confidently anticipate by thus drawing support 

from local resources, in addition to contributions from the State, a thr more rapid progress of education than would follow a mere increase of expenditure by Government; while it possesses the additional advantage of fostering a spirit of reliance upon local exertions and combination for local purposes, which is of itself of no mean importance to the well-being of a nation. 

We look forward to the time when any general system of education entirely provided by Government may be discontinued, with the gradual advance of the system of grant-in-aid, and when many of the existing Government institutions, especially those of the higher order, may be safely closed or transferred to the management of local bodies under the control of, and aided by, the State.” 

Voluntary Religious Education in Government Institutions 

The Despatch observed, “Considerable misapprehension appears to exist as to our Views with respect to religious instruction in the a Government institutions. Those institutions were founded for the benefit of the whole population of India ; and in order to effect their object it was, and is, indispensable that the education conveyed in them should be exclusively secular. The Bible is, we understand, placed in the libraries of the colleges and schools and the pupils are able freely to consult it. This is as it should be ; and, moreover, we have no desire to prevent, or discourage, any explanations which the pupils may, of their own free will, ask from the masters upon the subject of the Christian religion provided that such information be given out of school hours. Such instruction being entirely voluntary on both sides, it is necessary, in order to prevent the slightest suspicion ofan intention on our part to make use of the influence of Government for the purpose of proselytism, that no notice shall be taken of it by the inspectors in their periodical visits.” 

Training of Teachers 

For securing properly qualified teachers the Despatch observed, “‘We cannot do better than refer you to the plan which has been adopted in Great Britain for this subject, and which appears to us to be capable of easy adaptation to India. It mainly consists in the selection and stipend of pupil-teachers (awarding a small Payment to the masters of the schools in which they are employed ‘for the instruction out of school hours); their ultimate removal, lf they prove worthy. to normal schools ; the issue to them of certificates  on the completion of their training in those normal schools; and in securing to them sufficient salary when they are afterwards employed as school masters. This system should be carried out in India. both in the Government colleges and schools, by means of grants-in-aid. in all institutions which are brought  under Government inspection.........” 

“Our wish is that the profession of school master may, for the future. afford inducements to the natives of India web as are held out in other branches of the public service.” 

Education of Women 

The Despatch stressed the importance of female education and stated, "The importance of female education in India cannot beaver-rated ; and we have observed with pleasure the evidence which is now afforded of an increased desire on the part of many of the natives of India. to give a good education to their daughters. By this meansa far greater proportional impulse is imparted to the educational and moral tone of the people than by the education of men. We have already observed that schools for females are included among those to which grants-in-aid may be given ; and we cannot refrain from expressing our cordial sympathy with the efforts which are being made in this direction. Our Governor General-in-Council has declared, in a communication to the Government of Bengal, that the Government ought to give to the native female education in India its frank and cordial support ; and in this we heartily concur and we especially approve of the bestowal of marks of honour upon such native gentlemen as Rao Bahadur Magahunbhai Karramchand who donated Rs. 20,000/to the foundation of two native female schools in Ahmedabad, as by such means our desire for the extension of female education becomes generally known.” 

Establishment of Universities 

“The rapid spread of a liberal education among the natives ofIndia since that time, the high attainments shown by the native candidates for Government scholarships and by native students in private institutions in the success of the Medical Colleges, and the requirement of an increasing European and Anglo-Indian population,

have led us to the conclusion that the time is now arrived for the establishment of Universities in India.” 

Expansion of Mass Education 

“Our attention should now be directed to a consideration, if possible, still more important, and one which has been hitherto, we are bound to admit, too much neglected, namely, how useful and practical knowledge, suited to every station of life. may be best conveyed to the great mass of the people, who are utterly incapable of obtaining any education worthy of the name by their own unaided efforts. and we desire to see the active measures of Government more eSpecially directed, for the future, to this object, for the attainment of which we are ready to sanction a considerable increase of expenditure.” 

Significance 

Wood’s Despatch was of great significance For the first time a comprehensive scheme which touched the education on various vital points was presented. 

Prof. S.N. Mukerjee observes in his book ‘History of Education in India’, “The Despatch is indeed a very important document and James considers it to be the ‘Magna Charta of English Education in India’. It was the lirst authoritative declaration on the part of the British Parliament about the educational policy to be followed in India. It was admitted that the education of the people is the duty of the State. The Despatch is so comprehensive in its nature that Indian educationists have not yet succeeded in fulfilling the tasks, which it had set. It provided a scheme, which tried to touch all aspects of Indian education, right from the primary to the university stage. It partially recognised the value of Indian culture, and at the same time it showed the need for grafting European knowledge on it. The Despatch rightly defined the comparative position of English and Indian languages in a general scheme of education for this country." 

Dalhousie declared that Despatch contained “a scheme of education for all India, far wider and more comprehensive than the Local or the Supreme Government could have ever ventured to suggest”. 

. H. R. James observes, “The Despatch of 1854 is thus the climax in the history of Indian education ; what goes before leads up to it, What follows from it.”