Pre independence education system in india
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Education system inpre independence India:2.1 TheUpanishadicperiod:The teacher enjoyed a special status and positionin the Vedic period. He was held in high esteem by the societyand this was due not only to learning and scholarship, but also to qualities ofhand, heart and head. The Guru wasa fountain of knowledge, good qualitiesand an abode ofspirituality. The preparationand selectionof a teacher was done with much rigour.Teaching in the Upanishadicperiod was known for the personal attention paid to the student. As the word Upanishadmeans,sit close. There was an intimate relationship between the teacher and the discipleor student. The freedom to accept a disciple rested with the teacher, but once he accepted a disciple it became his moral duty to see that the disciple grew. Similarly, a disciple had the freedom to choose his teacher. Knowledge was transmitted orally and explanation was one of the important method of teaching. The methods used by teachers were adoptedand emulatedby the disciples and handed over from one generation of teachers to another. The transmission of methods throughrepetitionand initiationcontinued. Good teachersmade the matter interesting and meaningful to studentsbydevised their own methodasday-to-day examples. There were five steps to realize the meaning of a religious truth practiced in ancient India 1.Listening to the spoken words,2.Comprehensionof meaning,3.Reasoningleading to generalization, 4.confirmation by a friend or a teacher,5.application.2.2 TheBuddhistperiodAn important feature of Buddhism required that every novice on his admission, should place himself under theguidance andsupervision and guidance of a preceptor (Upajjhaya)was the monastic system. The disciple would 'choose an upajjhayawith much care and showed himI nt e rn a t i o na l J o u r n a l o f A p p l i e d Re s e a rc h2 0 15; 1 (2) : 1 1 0-1 1 3
~ 111~International Journal of Applied Researchthe utmost respect. The upajjhaya, on his part, had much responsibility to the novice, the Saddhiviharika.He was to offer spiritual help and promote learning through religion among the disciplesby putting question, by teachingto him,by instruction by exhortation. The teacher was tolook after the disciple fully. The teachers employed other methods besides oral recitation such as debate,discussion,exposition, question-answer, use of parables and stories. In monastic school and vihars,Hetu-Vidya or the inductive method was adopted and the intellect of the disciple was trained through it. The introduction of logic as one of the subjects helped in sharpening the intellect and oratory which was emphasized.2.3. The medieval period: Islamic traditions in the field of philosophy, theology, religion, philosophy,fine arts, painting,mathematics, architecture, astronomy and medicine. Vijaynagar kings did not promote education directly. Temples,Agrahar andMatha were the centres of education. The Mughals tried to spread education to the general people. Girlsand boysboth received primary education. ‘Maktabas’and‘Mosques’ were the centre ofeducation. The departmentof ‘Suharate Aam’during Babar regime which constructed schools and colleges at that time. Humayun had a personal library. Akbar was a great contributor towards education. During his period libraries were full of rare books and established a “Translation Department”. During his period Fatehpur Sikri was the centre of Muslim education. Shahjahan built a college and reconstructed some others as well. The most learned among the mughals was “Dara Sikoh” who contributed most in the field of education. Upanishadas,Bhagwadgita,were translated under his regime.2.4. Modern period:The European Missionaries first started scholars and later initiated teacher training institutionsin India. The Danish Missionaries established a normal school for the training of teachers at Serampur near Calcutta.In the beginning the East India Company felt no responsibility for education in India. Only some English intellectual felt its need and pleaded with the court of Directors.A beginning was made by Warren he strings who pet up a “Madarsa, at Calcutta in 1781.The British did not think of introducing English education inIndia at that time. Therefore the Calcutta Madarsa arranged for the study of Persian and Arabic.In 1792 the British resident Jonathan Duncan started a Sanskrit college at Banaras. Lord Wellesley established the Fort William College in 1800 for the training of the Civil Servants of the company in the language and customs of India. These were only personal initiatives of individuals. TheCompanywas not intrested in them.