EXCHANGE
OCT 18 1913

CONTENTS.

9 10 13

14

15 16 19

20

Comprehensive systems of education
The need of true perspective
Formation of character the main objective
Direct religious and moral instruction
Indirect agencies, e.g., hostels, school buildings, traditions,

etc.
Hygiene
Other cardinal principles of policy
Research
Primary Education. Compulsory and free education not

practicable
Primary Education. General principles
Vernacular continuation schools
Proposed expansion
Education of girls
Secondary English Education
Secondary English Schools. General principles
Grants-in-aid
Modern side
Secondary English School-leaving Certificate
Technical and Industrial Education
Technical Scholarships
Co-ordination in Technical Education
Technical Education on commercial lines
Industrial openings for Indians
Schools of art
Museums
Agricultural Education
Veterinary Education
Forestry Education
Medical Education
Legal Education
Commercial Education
University Education
Affiliating and teaching Universities
Higher studies
Chiefs' Colleges

21

21

24 25 25 26 26

.

27

27 28 30 30 30 32 33 34 34 35 36

313310

CONTENTS.

Training of teachers
Pay and prospects of the services
Education of the domiciled community
Education of Muhammadans
Oriental studies
Preservation of the ancient learning
Experts required
Interchange of views
Conclusion

PAGE.

37 39 40 41 43 44 45 46 47

.

INDIAN
EDUCATIONAL POLICY, 1913.

of education.

HIS

IS Most Gracious Imperial Majesty the KingComprehensive systems Emperor, in replying to the

address of the Calcutta University on the 6th January 1912, said :

“It is my wish that there may be spread over the '

land a network of schools and colleges, from which will go forth loyal and manly and useful citizens, able to hold their own in industries and agriculture and all the vocations in life. And it is my wish, too, that the homes of my Indian subjects may be brightened and their labour sweetened by the spread of knowledge with all that follows in its train, a higher level of thought, of comfort and a health. It is through education that my wish will be fulfilled, and the cause of education in India will ever be very close to my heart.”

. 2. The Government of India have decided, with the approval of the Secretary of State, to assist Local Governments, by means of large grants from imperial revenues as funds become available, to extend comprehensive systems of education in the several provinces. Each province has its own educational system, which has grown up under local conditions, and become familiar to the people as a part of their general well-being.

B

In view of the diverse social conditions in India there cannot in practice be one set of regulations and one rate of progress for the whole of India. Even within provinces there is scope for greater variety in types of institutions than exists to-day. The Government of India have no desire to centralise provincial systems or to attempt to introduce a superficial uniformity. Still less do they desire to deprive Local Governments of interest and initiative in education. But it is important at intervals to review educational policy in India as a whole. Principles, bearing on education in its wider aspects and under modern conditions and conceptions, on orientalia and on the special needs of the domiciled community, were discussed at three important conferences of experts and representative nonofficials held within the last two years. These principles are the basis of accepted policy. How far they can at any time find local application must be determined with reference to local conditions. 3. The defects of educational systems in India are

well known and need not be reperspective.

The

of

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