UPSC NCERT Notes- Development of Education and Press

In the fascinating tapestry of India’s modern history, the development of education and press stands as a pivotal chapter, emblematic of the nation’s quest for enlightenment and empowerment. As India emerged from the shadows of colonial rule, the seeds of educational reform were sown, laying the groundwork for a transformative journey towards widespread literacy and intellectual emancipation. Within this narrative, the Union Public Service Commission (UPSC) NCERT Notes serve as guiding beacons, illuminating the milestones, challenges, and triumphs that have shaped the evolution of education and the press in India. From the establishment of schools and universities to the proliferation of newspapers and journals, each stride toward progress reflects the indomitable spirit of a nation marching steadfastly toward a brighter future.

Table of Contents

Introduction

Initially, the British East India Company showed little interest in the development of the education system, as their primary focus was on trade and profit-making.
For the first 60 years of their rule, the East India Company did not prioritize the education of the people under their governance in India.

The development of education under British rule can be analyzed in two distinct phases:

Development of education under the East India Company
Development of education under Crown rule

Development of Education Under the East India Company

The East India Company implemented a few measures to promote and enhance education in India.

In 1781, Lord Warren Hastings established the Calcutta Madrasa, focusing on Muslim law and related subjects.

Jonathan Duncan initiated the establishment of the Sanskrit College in Varanasi, focusing on the study of Hindu Law and Philosophy. In 1800, Wellesley founded Fort William College to train civil servants of the East India Company in Indian languages and customs.
Enlightened Indians and missionaries began advocating for the government’s support in promoting modern, secular, Western education. They believed that Western education could address the social, economic, and political challenges facing the country.
Some missionaries anticipated that modern education might lead Indians away from their native religions toward Christianity, while others, like the Serampore missionaries, actively supported the spread of education.

Education Under Act of 1813

Education Under the Act of 1813 saw influential English missionary activists like Charles Grant and William Wilberforce influencing the East India Company to abandon its non-intervention policy in education.
The 1813 Charter, for the first time, mandated that the Governor-General in council allocate a sum not less than 1 lakh for education, but the company primarily used this fund to promote Indian languages and literature.
In 1817, Calcutta College was established with the efforts of Raja Ram Mohan Roy, aiming to impart Western education. Additionally, three Sanskrit colleges were set up in Calcutta.

General Committee of Public Instruction in 1823

The establishment of the General Committee of Public Instruction in 1823 marked a pivotal moment for the development of education in India.

Dominated by Orientalists, the committee advocated for the promotion of Oriental learning over Anglican education.

However, mounting pressure from various quarters, both in England and India, prompted the East India Company to support Western education.

Orientalist-Anglicist Controversy

The Orientalist-Anglicist Controversy was an ideological conflict during British colonial rule in India, centered around the organization of modern education. Orientalists, led by figures like Dr. HH Wilson and HT Prinsep, supported the continuation of existing institutions of Oriental learning and the promotion of the Indian classical tradition.
They advocated for Sanskrit, Arabic, and Persian as the mediums of education. Key initiatives in this direction included the establishment of the Calcutta Madrasa by Warren Hastings in 1781, the Benares Sanskrit College by Jonathan Duncan in 1791, and the founding of the Asiatic Society of Bengal by William Jones in 1784.
Contrastingly, Anglicists, led by Charles Trevelyan and Mountstuart Elphinstone, advocated for providing Western education to natives through the English medium. Progressive Indians of the time, including Raja Ram Mohan Roy, supported the Anglicists. Lord Macaulay, a prominent Anglicist, played a crucial role in settling the debate in their favor with his famous minute known as Macaulay’s Minute of 1835. Consequently, English became the mode of instruction in all schools, replacing Persian.

Role of Christian Missionaries in Indian Education

The spread of modern education in India during the initial period was not solely the work of the British Government; Christian missionaries played a vital role in introducing Western education.
Between 1813 and 1833, missionaries initiated numerous primary schools, contributing significantly to the reorganization of education in India. The structure of modern schools was often modeled on missionary school systems.

Serampore Mission (1800-1845)

The Serampore Mission marked India’s inaugural Christian missionary organization, founded by Joshua Marshman, William Carey, and William Ward, collectively known as the Serampore Trio. Initially, the mission faced restrictions on preaching the biblical religion due to a ban imposed by the British East India Company Government.
In 1812, the company lifted the ban, and subsequently, the mission played a pivotal role in various fields such as industry, literature, science, newspapers, periodicals, and social reforms. This contributed significantly to the cultural renaissance in the country.

The primary objective of Christian missionaries arriving in India was to establish schools as Christian spiritual and religious centers. Through education, they aimed to eliminate practices like idol worship, polytheism, bigotry, polygamy, and various superstitions. Their overarching goal was to evangelize the native population and disprove the validity of native religions.

In practice, the outcomes differed for Christian Educational Missionaries in India. While instances of religious conversion occurred, Christian schools prioritized examination preparation over the time needed for spiritual and religious lessons.
Additionally, Christian missionaries heavily relied on government funds to operate schools, and adherence to the prescribed curriculum was mandatory to receive these funds. The colonial government, mindful of social harmony and trade interests, did not actively encourage conversions.

Lord Macaulay’s Minute (1835)

On February 2, 1835, the British historian and administrator, Thomas Babington Macaulay, presented his ‘Minute on Indian Education,’ also known as the English Education Act of 1835.

Macaulay, appointed as the first Law member to the Executive Council of Governor-General William Bentinck in India, addressed the Orientalist-Anglicist Controversy.

Assigned to resolve the controversy, Macaulay’s famous 1835 Minutes favored the Anglicist party, advocating for Western education through the medium of English. He proposed allocating one lakh for ‘reviving literature in India’ and promoting scientific knowledge among the inhabitants of British territories.
Supporting the Downward Filtration Theory, Macaulay stated, “We must at present do our best to form a class of persons, Indian in blood and color, but English in taste, in opinions, in morals, and intellect.” His Minute decisively shaped the policy, medium, means, and aims of education in India.

The Downward Filtration Theory proposed by Macaulay suggested providing English education to a select group of native individuals, through whom Western education could be disseminated to the masses.

Macaulay’s education policy, outlined in his Minutes, eventually marginalized vernacular languages and knowledge, establishing English as the dominant mode of instruction.

Contributions of the Europeans:

In 1791, Jonathan Duncan established the Sanskrit College to delve into Hindu law and philosophy.
Warren Hastings founded the Calcutta Madrasah in 1781, focusing on laws related to Muslim jurisprudence and associated subjects.
Lord Wellesley, on May 4, 1800, established Fort William College in Calcutta to train Civil Servants and acquaint them with Indian customs, language, and philosophy.
JED Bethune founded Bethune School in Calcutta in 1849.
The Agriculture Institute was established in Pusa, Bihar.
An Engineering Institute was founded in Roorkee.

Wood’s Despatch (1854):

In 1854, Charles Wood formulated a despatch outlining an educational system for India, often referred to as the Magna Carta of Education.
Wood’s scheme emphasized spreading Western education through the English medium for higher education, along with setting up vernacular primary schools in rural areas.
Other recommendations included implementing a grants-in-aid system to encourage private enterprise’s participation in education, establishing a department of public instruction in each of the five provinces, creating universities in Calcutta, Bombay, and Madras, instituting teacher training institutions, and promoting education for women.

Development of Education Under Crown Rule:

After the Revolt of 1857, the East India Company was abolished, ushering in Crown rule in India and leading to significant educational reforms.

The Hunter Education Commission (1882-83)

The Hunter Education Commission (1882-83), formed in 1882, was tasked with reviewing the progress of education in the country since the Despatch of 1854.
The Hunter Commission primarily focused on recommendations for primary and secondary education. Here are the key recommendations made by the commission:
Emphasized the need for the state’s special attention to the extension and improvement of primary education, advocating that primary education should be conducted in vernacular languages.
Recommended the transfer of control of primary education to newly established district and municipal boards.
Proposed a two-division structure for secondary (High School) education:
- Literary division leading to university education.
- Vocational division catering to commercial careers.
Addressed the inadequate facilities for female education, especially outside presidency towns, and put forth recommendations for its expansion.

Over the next two decades, there was significant growth and expansion in secondary and college education with active Indian participation. New universities were established, such as the Punjab University (1882) and the Allahabad University (1887).

Indian University Act (1904):

During Lord Curzon’s tenure (1899-1905), education faced official restrictions, and individuals were encouraged to express loyalty to British rule.
In 1902, a Raleigh Commission, headed by Sir Thomas Raleigh, was appointed to enhance the functioning and prospects of Indian Universities.
The commission’s recommendations resulted in the Indian Universities Act of 1904.
Notable members of the Indian Universities Commission included Syed Hussain Belgrami and Gooroodas Banerjee.
Key provisions of the Indian Universities Act, of 1904, included a greater emphasis on research activities and adjustments to the number of fellows in a university.
The government was granted the authority to veto university Senate Regulations and imposed strict regulations for the affiliation of private colleges. A sanction of 5 lakh per annum for five years was allocated for the improvement of higher education.
The Act specified that the number of fellows in a university should not exceed 100, while also promoting research and development.

Government Resolution on Education Policy (1913):

The government, in response to the national movement leaders’ demand for compulsory primary education in British India, declined, citing a reluctance to assume the responsibility of mass education. Instead, they announced a future policy aimed at addressing illiteracy.
Provincial governments were tasked with providing free elementary education to poorer and backward classes, with a focus on improving the quality of secondary education and private initiatives.
The establishment of one university in each province was outlined in the resolution.

Sadler Commission (1917-1919):

Appointed to study the problems of Calcutta University, the Sadler Commission’s recommendations were also applicable to other universities.
Suggestions included a 12-year school course, a 3-year degree course after the intermediate stage, and increased flexibility in laying down university regulations.
Proposals for centralized unitary residential teaching bodies with autonomy to replace traditional Indian Universities were made, along with provisions for teacher training and female education.
The commission advocated for the institution of university degrees, diplomas, and applied science and technology courses.
Following the recommendations, seven universities were established from 1916 to 1921. Control of the Education Department was transferred to provincial ministries after the Montagu-Chelmsford Reforms (1919).

Hartog Committee (1929):

Advocated a policy focused on consolidating and improving primary education.
Recommended a selective system of admission to universities and the introduction of diversified courses leading to industrial and commercial careers.
Emphasized the need for improvement in universities.

Wardha Scheme of Basic Education (1937):

Proposed by Gandhiji and formulated by the Zakir Hussain Committee after a series of articles in the Harijan.
Emphasized learning through activity and vocational education.
Detailed plans, focusing on manual productive work, were prepared by the committee. However, the scheme could only be implemented after 1947 due to the resignation of Congress ministries.
Stressed the inclusion of basic handicrafts in the syllabus, free and compulsory education for the first seven years, and the use of the mother tongue as the medium of instruction until class 7, followed by English from class 8 onward.

The Sargent Plan (1944):

The Central Advisory Board of Education, in 1943, presented findings and recommendations known as the Sargent Report of 1944 to the Executive Council of the Governor-General.
Major recommendations included the introduction of pre-primary education for children aged 3 to 6 years.
Implementation of universal, compulsory, and free primary or basic education for all children aged 6 to 14. Provision of high school education for selected children aged 11 to 17.
Introduction of a three-year university course following the Higher Secondary Examination.
Expansion of technical, commercial, and art education for both full-time and part-time students on a sufficient scale.
Eradication of adult illiteracy and the establishment of public libraries within a 20-year period.
Proper training of teachers to execute the plan effectively.
Enforcement of compulsory physical education, medical inspection, provision of milk, and mid-day meals for undernourished children.
Establishment of an Employment Bureau, provision of education for handicapped children, and promotion of social and recreational activities.

Evaluation of British Policy on Education:

The traditional Indian learning system gradually declined, especially after 1844 when fluency in English became a prerequisite for government employment.
Neglect of mass education led to widespread illiteracy (84% in 1911 and 92% in 1921) and created a significant linguistic and cultural gap between the educated elite and the masses.
Scientific and technical education was largely overlooked, with only three medical colleges and one engineering college (open only to Europeans and Eurasians) by 1857.

Nationalist Approach to Education before Independence:

The National Council of Education, founded by Satish Chandra Mukherjee, played a role in revolutionary activities during the Swadeshi Movement.
Rabindranath Tagore established Vishwa Bharati University at Shantiniketan in Bengal.

Education After Independence:

Following independence, the Radhakrishnan Commission was established in November 1948 to assess university education. The primary recommendations included:

Implementation of 12 years of pre-university studies.

Restructuring higher education to provide general, liberal, and occupational education, with increased emphasis on fields such as agriculture, law, and medicine, and improvements in engineering and technical institutes.
Exclusion of university education as a compulsory requirement for administrative services.
Introduction of subject-wise exams at various stages to obtain the first degree
Standardization of examination norms across all universities.
Enhanced pay scale for teachers.
Establishment of the University Grants Commission (UGC) to oversee the national pattern of education and formulate general principles and policies for educational development.
In 1968, the Indian Government adopted a resolution, primarily based on the recommendations of the 1964 Kothari Commission, which emphasized a three-language formula involving regional languages.
In line with the Radhakrishnan Commission’s recommendation, the University Grants Commission was formed in 1953.

Development of Technical Education:

1794: Guindy College of Engineering (affiliated with Madras University)
1835: Medical College in Calcutta, Agriculture College in Pune
1847: Engineering College in Roorkee
1856: Calcutta College of Engineering
1858: Overseers’ School in Poona evolved into Poona College of Engineering (affiliated with Bombay University)

Development of Press in India:

The evolution of the Indian media faced numerous challenges, including developmental constraints, difficulties related to illiteracy, and colonial repression.
As patriotic movements gained momentum in response to colonial ruthlessness, information dissemination became a crucial tool in the struggle for freedom.
Journalists in the 18th century played a dual role as professionals and nationalists during the freedom struggle.

The first British printing press was established in Bombay in 1674, followed by the second in Madras in 1772 and the third in Calcutta in 1779.

The initial attempts to publish newspapers in India were made by disgruntled employees of the East India Company, aiming to expose malpractices in private trade. The first newspaper in India, titled “Hickey’s Bengal Gazette or The Calcutta General Advertiser,” was launched by James Augustus Hickey in 1780.
Subsequently, other newspapers emerged in Calcutta and Madras, such as the Calcutta Gazette, the Bengal Journal, the Oriental Magazine, the Madras Courier, and the Indian Gazette.
Throughout the first half of the 19th century, several newspapers operated in the country. Publications like Bangadoot by Ram Mohan Roy and Rast Goftar by Dadabhai Naoroji advocated social reforms, contributing to the awakening of national consciousness.
In 1857, Payam-e-Azadi was initiated in Hindi and Urdu, urging people to resist the British. The first Hindi daily, Samachar Sudhavarashan, and two newspapers in Urdu and Persian, Doorbeen and Sultan-ul-Akhar, faced trial in 1857 for publishing a firman by Bahadur Shah Zafar, encouraging the people to expel the British from India.

The Jesuits of Goa published the first book in India in 1557, and in 1684, the East India Company established a printing press in Bombay.

Press Laws and Regulations in British India:

The earliest regulatory measures can be traced back to 1799 when Lord Wellesley promulgated the Press Regulations, imposing pre-censorship on the nascent newspaper publishing industry.

In 1835, the Press Act, introduced by Charles Metcalfe, reversed most of the repressive measures, earning him the title of “The Liberator of the Indian Press.”

Censorship of the Press Act (1799):

Imposed by Lord Wellesley due to apprehensions of a French attack on India, the Censorship of Press Act 1799 implemented wartime restrictions on the press.
The regulations mandated newspapers to prominently display the name of the printer, editor, and proprietor in every issue. Publishers were required to submit all material for pre-censorship to the Secretary to the Government. While restrictions were somewhat relaxed under Lord Hastings, the act marked a significant curb on press freedom.

Licensing Regulations (1823):

Promulgated by John Adams, the Press Regulations of 1823 were more stringent than any previous measures. The regulations primarily targeted Indian-language newspapers or those edited by Indians. Every printer and publisher had to obtain a license to start or use a press.

The penalty for printing and publishing any literature without the requisite license was a fine of 400 for each publication or imprisonment in default. Magistrates were authorized to seize unlicensed presses.

As a consequence of the Act, Raja Ram Mohan Roy’s Mirat-ul-Akabar had to cease publication.

India Press Act (1835):

The Press Act, also known as the Metcalfe Act, was enacted by the then Governor-General, Charles Metcalfe.
This Act is credited with being a collaborative effort of Raja Ram Mohan Roy, James Silk Buckingham, and Charles Metcalfe to advocate for press freedom. It successfully relaxed several restrictions previously imposed on the press.
According to the Act, printers/publishers were required to provide a detailed account of the publication premises and cease operations if a similar declaration was issued.
The liberal press policy resulting from this Act led to a rapid expansion of newspapers and magazines in India during that period.

Licensing Act (1857):

Enacted in response to the emergency caused by the Rebellion of 1857, this Act imposed restrictions on the press.
It prohibited the keeping or using of printing presses without a license from the government, with the government reserving the discretionary right to grant or revoke licenses at any time.

Metcalfe’s Act remained in effect until it was ultimately replaced by the Press and Registration of Books Act XXV of 1867.

Registration Act (1867):

The Press and Registration of Books Act, 1867, was introduced to regulate printing presses, newspapers, and their registration.
Since its enactment during British rule, approximately 95,000 publications, newspapers, periodicals, and printing presses from across the country have been registered.
While the Act aimed to regulate the press and book publishing, it inadvertently contributed to curbing the freedom of speech and expression by providing the government with control over the press.

Vernacular Press Act (1878):

This Act aimed to enhance control and suppress the Vernacular Press, which had been highly critical of government policies since 1857 and played a significant role in mobilizing public opinion against the Imperialist Act of Lytton.
A notable drawback of the Act was its discrimination between the English Press and the Vernacular Press, with no right of appeal to a Court of Law. Faced with these restrictions, Amrita Bazaar Patrika transformed into an English newspaper overnight to evade the Act’s constraints. Lord Ripon eventually repealed it in 1882.

Newspapers Act (1908):

During the years 1903-05, widespread protests emerged against Lord Curzon’s anti-nationalist activities. In response to curb the Swadeshi and Boycott movements and suppress militant nationalist trends, press restrictions were imposed.
This Act empowered magistrates to seize printing presses and other assets of newspapers publishing objectionable materials that went against government interests. Editors and printers of the offending newspapers had the right to appeal to the High Court within 15 days of the order for forfeiture of the press.

Indian Press Act (1910):

This Act further fortified the government’s repressive measures and is considered to have revived the adverse features of Lytton’s Press Act of 1878.
The Act authorized local governments to demand security at the time of registration from the printer or publisher of a newspaper, with the power to forfeit it if objectionable material was published. Every printer was required to submit two copies of each issue to the local government.

In 1921, a Press Committee, chaired by Sir Tej Bahadur Sapru, then Law member of the Viceroy’s Executive Council, was appointed to review the functioning of Press Laws. Following the committee’s recommendations, the Press Acts of 1908 and 1910 were repealed.

Developments During the First World War (1914-18):

Amid the First World War, the Defence of India was enforced, granting extensive powers to the executive.
These powers were utilized not only to quell political agitations but also to suppress open public criticism. As the nationalistic struggle intensified, particularly with the impact of Mahatma Gandhi’s Civil Disobedience Movement in the 1930s, the Press Ordinance of 1930 was introduced.
Reviving provisions from the Press Act of 1910, this ordinance was succeeded by the Indian Press Emergency Powers Act 1930, which aimed to enhance control over the press. The Act empowered Provincial Governments with significant authority to curb propaganda related to the Civil Disobedience Movement.

The Indian Press Act (1931):

In response to the massive protests during the Salt Satyagraha led by Gandhiji, the British Government enacted the Indian Press Act of 1931.
This legislation granted extensive powers to suppress publications that undermined the government’s authority during the Civil Disobedience Movement.
The Act aimed to prevent the publication of writings that incited violence and included provisions for imprisonment up to 6 months for printing without permission.

The Foreign Relations Act (1932):

Enacted in 1932, the Foreign Relations Act aimed to penalize the publication of newspapers that posed a threat to the relationship between the government and friendly foreign states.
This law was designed to punish any material, including books and newspapers, whose content could be used to defame or harm diplomatic relations.

Indian States (Protection) Act (1934):

Establishing basic guidelines for the press, the Indian States (Protection) Act of 1934 primarily sought to curb irrational press criticism directed at the governments of Indian states.

Developments During the Second World War (1939-45):

Under the Defence of India Act, the government assumed special powers during the Second World War. Pre-censorship was enforced, and amendments were made to the Official Secrets Act and the Press Emergency Act.

Press Enquiry Committee (1947):

Following India’s independence, the Press Enquiry Committee was established to scrutinize the press laws in the country.
The committee proposed the annulment of the Indian Press (Emergency) Powers Act of 1931.

Press Trust of India (1948):

The Press Trust of India, abbreviated as PTI, serves as a crucial information source for newspapers.
Since 1953, PTI has been supplying photographs and reports in English, Hindi, and various regional languages to newspapers.

Developments After Independence:

In 1951, the Press (Objectionable Matters) Act was enacted, accompanied by an Amendment to Article 19(2) of the Indian Constitution. This legislation granted the government authority to demand and forfeit security for the publication of objectionable content.

Press Commission of India (1952):

The inaugural Press Commission was established in 1952 with specific objectives. Justice GS Rajadhyaksha chaired the first Press Commission, formed on September 23, 1952, under the Ministry of Information and Broadcasting (MIB).

The key recommendations of the First Press Commission included:

Establishing a Press Council to safeguard press freedom and uphold high standards of journalism.
Appointing a Registrar of Newspapers for India (RNI) to compile an annual account of the press and its status.
Forming a Press Consultative Committee to foster a harmonious relationship between the government and the press.

Important Newspapers, Journals, and their Founders

Newspapers/Magazines	Founders/Editors
Bengal Gazette (India’s first newspaper)	James Augustus Hickey (1780)
Dighadarshan	Marshman
Calcutta Journal	JS Buckingham
Samvad-Kaumudi	Ram Mohan Roy (1821)
Mirat-ul-Akabar (First newspaper in Persian)	Ram Mohan Roy (1822)
Bangadoot	Ram Mohan Roy
Brahmanical Magazine	Ram Mohan Roy
Rast Goftar (First newspaper in Gujarat)	Dadabhai Naoroji
Vichar Lahari	Krishnashastri Chiplunkar
Hindu Patriot	Grish Chandra Ghosh (Later Harish Chandra Mukherjee)
Som Prakash	Ishwar Chandra Vidyasagar
Indian Mirror	Debendranath Tagore
Bangalee	Grish Chandra Ghosh (Taken over by SN Bannerjee in 1879)
Indu Prakash	Gopal Hari Deshmukh
‘Lokahitavadi’	Native Opinion
Kavi Vachan Sudha	VN Mandalik
Amrita Bazaar Patrika	Bharatendu Harish Chandra
Sudha Vani	Motilal Ghosh, Shishir Kumar Ghosh
Akshay Chandra Sarkar	Bangadarshan
The Statesman	Bankim Chandra Chatterjee
Hindi Pradeep	Robert Knight
The Hindu	Vir Raghavacharya and GS Iyer (1878)

Newspapers/Magazines	Founders/Editors
Maratha	Kelkar and Tilak
Kesari	Agarkar, Tilak and Chiplunkar
Bangavasi	Joginder Nath Bose
Hindustan	Madan Mohan Malaviya
Modern Review	Ramanand Chatterjee
Indian Review	GN Nateshan
Swadeshamitram (Tamil)	GS Iyer
Kesab Chandra Sen	Sulabh Samachar
Sanjibani	Krishna Kumar Mitra
Hindustan Standard	Sachchidananda Sinha
Yugantar	Barindra Kumar Ghosh and Bhupendra Nath Dutta
Sandhya	Brahmavandhav Upadhayaya
Pratap	Ganesh Shankara Vidyarthi
Al-Hilal	Abul Kalam Azad
Al-Bilag	Abul Kalam Azad
New India	Annie Besant
Commonweal	Annie Besant
Young India	Gandhi and Indulal Yagnik
Indian Sociologist	Shyamji K Verma
Bande Mataram	Bhikaji Madam Cama
Talwar	Birendranath Chattopadhyay
Free Hindustan	Tarak Nath Das
Hindustan Times	KM Pannikar
Kranti	Mirajkar, Jogelkar, Ghate

Prelims Facts

Who introduced the printing press in India and in which year ? – Portuguese in 1550 [JPSC (Pre) 2021]
In which year did the Vernacular Press Act was passed? – 1878 /UPPSC (Pre) 2007, Nagaland PSC (Pre) 2014)
Who repealed the Vernacular Press Act of 1878? – Lord Ripon [UPPSC (Pre) 2005, 09]
Who had primarily implemented the Press Censorship? – Wellesley [UPPSC (Pre) 2001]
Who was the editor of the ‘Hindu Patriot’ who strongly supported the Indigo Movement? – Harish Chandra Mukherjee [UPPSC (Pre) 1998, 2010]
The first newspaper published by the Indian in the English language was … – Hindu Patriot [UPPSC (Mains) 2006]
Who started the newspaper ‘Bengal Gazette’? – James Augustus Hicky [Punjab PSC (Pre) 2010]
The first Hindi newspaper Udant Martand (30th May, 1820) was published from ….. – Calcutta [UPPSC (Mains) 2016]
From where the Indian Mirror newspaper was published in the decade of 1880? – Calcutta [UPPSC (Mains) 2007
The Persian Weekly Mirat-ul-Akhbar was published by whom? – Raja Ram Mohan Roy [UPPSC (Pre) 2000]
Who affiliated himself with the English Journal ‘Bande Mataram’? – Aurobindo Ghosh [UPPSC (Pre) 1996]
Which Journal was published by Swami Sahajanand? – Hunkar [BPSC (Pre) 2018,
Who started the newspaper ‘Sham Prakash’? – Ishwar Chandra Vidyasaga [UPPSC (Pre) 2007, IAS (Pre) 2007]
Who was the founder of ‘Amrita Bazaar Patrika? – Sisir Kumar Ghosh [BPSC (Pre) 2005, WBCS (Pre) 2021
To whom did America start to issue the newspaper ‘Free Hindustan? – Tarak Nath Das [APSC (Pre) 2002]
In which language was the first issuer of the journal Ghadar published? – Urdu [UPPSC (Mains) 2017]
Who was the first Indian to go to jail in the performance of his duty as a journalist? – Surendranath Banerjee [UPPSC (Pre) 1997]

UPSC NCERT Practice Questions

1. Which of the following led to the introduction of English education in India? UPPSC (Pre) 2017

1. The Charter Act of 1813

2. General Committee of Public Instruction, 1823

3. Orientalist and Anglicist Controversy

Which of the statement (s) given above is/are correct?

(a) 1 and 2

(b) Only 2

(d) All of these

2. The foundation of the modern educational system in India was laid by IAS (Pre) 1993, 2015

(a) The Charter Act of 1813

(b) Macaulay’s Minutes of 1835

(d) Wood’s Despatch of 1854

3. Regarding Wood’s Despatch, which of the following statements are true? IAS (Pre) 2018

1. Grants-in-aid system was introduced.

2. The establishment of universities were recommended

3. English as a medium of instruction at all levels of education was recommended

Select the correct statements using the codes given below.

(a) 1 and 2

(b) 2 and 3

(d) All of these

4. Which of the following colleges was the first to be established? UPPSC (Pre) 2012

(a) Hindu College, Calcutta (b) Delhi College

(d) Muslim Anglo-Oriental College

5. Which of the following was a recommendation of Hunter’s Commission? UPSC (Pre) 2014

(a) Women’s education

(b) New regulation for the organized senates system

(d) Introduction of civic education at college and university level

6. The Indian Universities Commission was eli appointed in 1902 by Lord Curzon, its members were BPSC (Pre) 2020

(a) BG Tilak and Surendranath Banerjee

(b) BK Gokhale and Rasbehari Bose

(d) Syed Hussain Belgrami and Surendranath Banerjee

7. Which of the following statements are true about the Vernacular Press Act of 1878? MPSC (Pre) 2015

1. Vernacular newspaper publishers and printers had to give in writing that they will not criticise the government policies.

2. The owners of printing press had no right to go to the court against the action taken by the government.

3. This Act was applicable only to the Vernacular newspapers.

Codes

(a) 1 and 3

(b) 1 and 2

(d) 2 and 3

8. From the options given below, find the correct combination of the names of editors of the nationalist newspapers ‘The Hindu, Kesari, Bengalee, Hindustani and Sudharak’. BPSC (Pre) 2018

(a) Surendranath Banerjee, G Subramanian Lyer, Bal Gangadhar Tilak, Ganga Prasad Verma, Gopal Krishna Gokhale

(b) Bal Gangadhar Tilak, G Subramania Iyer, Surendranath Banerjee, Ganga Prasad Verma, Gopal Krishna Gokhale

(d) G Subramania Iyer, Bal Gangadhar Surendranath Banerjee, Ganga Prasad Verma, Gopal

Tilak, Krishna Gokhale

9. Which of the following pairs is correctly matched? UPPSC (Pre) 2001, UPPSC (Mains) 2004

(a) Mahatma Gandhi Mook Nayak

(b) Bal Gangadhar Tilak Young India

(d) BR Ambedkar Kesari

Know Right Answer

1 (d)

2 (b)

3 (a)

4 (b)

5 (a)

6 (c)

7 (c)

8 (d)

9 (c)

Frequently Asked Questions (FAQs)

Q1: What is the significance of the Wood’s Despatch in the development of education during the colonial period?

A1: The Wood’s Despatch of 1854, introduced by Sir Charles Wood, laid the foundation for modern education in India. It recommended the establishment of a systematic education system with an emphasis on primary education. It led to the establishment of universities, colleges, and schools across India, fostering the growth of education and providing a structured framework for its development.

Q2: How did the introduction of English education impact society during the colonial period?

A2: The introduction of English education had a profound impact on Indian society. It became a medium for upward mobility, creating a new class of Indians who were educated in English and often employed in administrative and professional roles. However, it also led to a cultural clash and contributed to the alienation of the educated elite from traditional values.

Q3: What role did the press play in the Indian nationalist movement?

A3: The press played a crucial role in shaping and mobilizing public opinion during the Indian nationalist movement. Newspapers like “The Bengal Gazette” and “The Kesari” became powerful tools for spreading nationalist ideas, fostering a sense of unity, and challenging colonial policies. The press became a platform for leaders like Bal Gangadhar Tilak and Dadabhai Naoroji to articulate their views and rally support for the cause of independence.

Q4: How did the Hunter Commission contribute to the development of education in India?

A4: The Hunter Commission of 1882 was appointed to evaluate the progress of education in India. It recommended reforms in the education system, such as the extension of primary education, improvement of teacher training, and the introduction of vocational education. The commission’s recommendations influenced subsequent educational policies and contributed to the overall development of the education system in India.

Q5: What were the challenges faced by the education system during the colonial period, as highlighted in the NCERT notes?

A5: The colonial period posed several challenges to the education system in India. Some challenges included the imposition of a foreign educational system that did not align with the cultural and social needs of the Indian population, the lack of funds for educational infrastructure, and the limited access to education for certain sections of society, particularly women and marginalized communities. These challenges are discussed in the NCERT notes, shedding light on the complexities of educational development during that era.

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UPSC NCERT Notes – Modern History – Development of Education and Press