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Evolution Of Colonial Educational Policy In India And Madras Presidency

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  • Review Of Research

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  • 2012

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Abstract (Original Language): 
The Paper attempts to provide a bird's eye view of the gradual growth of education in different phases in India in general and Madras Presidency and Tamil Nadu in particular. System of teacher- student oriented education being practised in India particularly in Tamil Nadu is of different kinds namely the gurukula system in the ancient times, the monitorial system in the medieval period and the modem system at present. Teaching, the mother of all profession, is the oldest and most indispensable one in the world. In India, the profession has undergone immeasurable changes since its inception. The ideal teacher is expected not only to impart information and skills but also to lead and guide his students to "supreme knowledge". Hence, the qualities lay down for teachers in India are high. The professional education of teachers in India has not been static, but an evolutionary process starting with gurukula system to the modem system.
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REFERENCES

References: 

1.Diksit, S.S., Teacher Education in Modern Democracies, Delhi,1969, p.65.
2.Dr. Andrew Bell is the founder of the ' Madras' or 'Monitorial System' or 'Lancaster System'. As Mr. Bell
was riding past a pial school, one morning he found sharp boys teaching backward ones; the whole school
was active although. There was only one teacher. He employed this system among boys in the Orphan
Asylum in Madras. ( Thomas, P.I., 'History of Education in Madras', in The Madras Tercentenary
Commemoration, 1939, Madras, p.237)
3. Rai,B.C., Histroy of Education and Problems, Lucknow, 1980, p.120.
4.Siqueira,T.N., Modern Indian Education, Calcutta,1960, pp.23-24.
5.Shankar Pathak, Social Welfare Man Power, New Delhi,1983, p.63.
6.G.O.No. 716, Education Department, 21 May 1923.
7. Diksit, S.S., op.cit., p.60.
8. Meenakshi Sundram, K., Contribution of European Scholars to Tamil, Madras,1974, p.83.
9. Sharp, H.,'Bureau of Education in India', in Selection From Education Records, 1781-
1839,Part.I,Calcutta, 1920, p.3.
10.Oliver E.Jones and M.Seshayya, A.B.M. Telugu School, 1841-1941, Madras, 1941, p.15.
11. G.O.No. 685, Education Department, 25 November 1901.
12.Mahajan,, V.D., India Since 1526, New Delhi, 1988, p.261.
13.G.O.No. 315, Education Department, 28 February 1923.
14.Nora Brockway,K., A Larger Way For Women, Madras,1949, p.16.
15.In 1957 it was named St. Ignatius College of Education.
16.Ibid., p.24.
17.Diksit, S.S.,op.cit., p.66.
18.Mannar Krishnan, Secondary Teacher Education At National Level, Ph.D. Thesis, Madurai Kamaraj
University, 1972, p.22.
19.Rai, B.C.,op.cit., p.114.
20.University of Madras, History of Higher Education In South India,1857-1957, Vo1.ll,University of
Madras, p.265.
21.Mukerji, S.N., Education in India Today and Tomorrow, Baroda,1957, p.271.
22.Sir Alfted Croft, Review of Education in India with Special Reference to the Report of the Education
Commission, 1886, p.242.
23.Progress of Education in Madras State, Madras, 1954,pp.21-22.
24.Indian Education Policy, New Delhi,p.314.
25.Resolution on Education Policy,1913, Madras, 1913, p.15
26.Rai, B.C., op.cit., p.115.
27. Mannar Krishnan., op.cit., p.11.
28.Rai, B.C., op.cit., p.156-159.
29.Mannar Krishnan, op.cit., p.l0.
30. Ibid.
31.University of Madras, op.cit., p.281.
32.Ibid., p.283.
33.Progress of Education in Madras State, Madras, 1954, p.25.

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