Page 18 - Kashmir and National Education Policy by Dr. Amarpreet Kour
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KASHMIR & NATIONAL EDUCATION POLICY 2020 || DR. AMARPREET KOUR
17. In the British parliament the spendings on Christian missionary
work and success in conversion to Christianity in India
was regularly discussed (Hansard). With similar objectives,
Macaulay famously wrote in 1836, “No Hindu who has received
an English education ever remains sincerely attached to his
religion” (Yap, 1926).
18. Despite his strong advocacy for English education, Macaulay
underestimated the deep-rooted influence of Hinduism on
Indian society. He envisioned English education eradicating idol
worship among Bengal’s elite within 30 years, with its influence
trickling down to the lower classes (Keith, 1936).
19. In 1844, the government of Lord Hardinge solidified the
importance of English education by promising preference in
government service to candidates who knew English (Smith,
2000).
20. The debates about education in the 19th century reflected
broader societal concerns. Sir Edward Ryan noted that “an
Indian excels in mathematics, natural and moral sciences, and
has superior knowledge of Arabic and Sanskrit” (Ryan, 1855,
Hansard Website).
21. Similarly, Mr. Roebuck remarked in 1833, “The wild Indian,
the dull and plodding peasant, and the far-sighted philosopher,
are all educated” (National Education, Hansard Website, 1833).
C.E. Trevelyan also acknowledged the transformative power of
English education in India (Trevelyan, 1838).
MODERN EDUCATION
22. The University Grants Commission (UGC) was set up on 28th
December 1953 and became a statutory body in 1956. It was
established to oversee and maintain standards of teaching,
exams, and research in university education. The idea came
from the University Education Commission (1948), led by Dr.
S. Radhakrishnan, which recommended creating a body like
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